Black Lives Experiencing Homelessness Matter: A Critical Conceptual Framework for Understanding How Policing Drives System Avoidance among Vulnerable Populations

This paper examines racialized encounters with the police from the perspectives of people experiencing homelessness in San Diego, California in 2020. By some estimates, homelessness doubled in San Diego during the first year of the COVID-19 pandemic. We conducted a survey of (n = 244) and interviews with (n = 57) homeless San Diegans during initial shelter-in-place orders, oversampling for Black respondents, whose voices are often under-represented despite high rates of homelessness nationally. Our respondents reported high rates of police contact, frequent lack of respect;overt racism, sexism, and homophobia;and a failure to offer basic services during these encounters. Centering our Black respondents' experiences of criminalization and racism in what Clair calls "criminalized subjectivity," we develop a conceptual framework that brings together critical theoretical perspectives on the role of race in the governance of poverty and crime. When people experiencing extreme poverty face apathy, disrespect, and discrimination from police—as our data show—the result is a reluctance to seek services and to engage with outreach when offered. This reinforces stereotypes of unhoused people as not "wanting" help or "choosing" to be homeless. We reflect on these findings and our framework for envisioning a system of public safety that supports and cares for—rather than punishes—the most vulnerable members of our society. [ FROM AUTHOR] Copyright of Public Integrity is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The Whole Story: A Black Principal's Experience with Race, Racism, and Racial Trauma

Principal Harris, a new Black male principal at Merion High School, has found himself under fire for allegedly promoting critical race theory (CRT). He has received several forms of pushback as he navigates district and state mandates, racial trauma, invisible taxes, and microaggressions. Unfortunately, his best intentions are not good enough. This case is designed to display the various factors Black principals face in schools and districts amid ongoing public health crises (e.g., COVID-19 and racism). I describe the layered role of race, racism, and racial trauma on Principal Harris through his reflections and responses to stakeholders.

OutCasting Teacher Education: Abolishing Caste-Maintaining Practices in Teacher Education Programs

The preparation of urban educators continues to gain widespread attention and a sense of urgency (Acosta, 2018). As urban communities become increasingly diverse, the demographic composition of students and teachers continues to be culturally incongruent (Easton-Brooks, 2019;Rogers-Ard, 2012). Green (2015) projected that 55% of students would be students of color by 2020;however, close to 82% of teachers are White females, while only 12% are Black (Osei-Twumasi and Pinetta, 2019). With a student demographic landscape that is outpacing the diversity of teachers, it is imperative that urban pre-service teachers are trained to develop equity and critical pedagogies (Esposito et al., 2012;Ladson-Billings, 1994). Moreover, teacher education programs often lack diversity and similar critical dispositions, neglecting to critically interrogate race, power, and privilege in their policies, programs, curriculum, and teacher educators (Allen et al., Teachers College Record, 119(1), 1-26, 2017). These challenges have been exacerbated in the context of the two pandemics: COVID-19 and the clarion call for racial justice. Drawing inspiration from Isabel Wilkerson's award-winning book Caste: The Origins of Our Discontents, this chapter interrogates the implications of caste for education and teacher education more specifically. Wilkerson (Caste: The origins of our discontents. Random House, 2020) contends: "A world without caste would set everyone free” (p. 388). What would teacher education without caste "out-caste” do or be for everyone, for the collective? The chapter implements a critical race theory analysis of current teacher education models, examines how they may promote and solidify caste in urban teacher education, and contours an anti-racist framework with implications for teacher education programs. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

Theorizing for Equity: Critical Approaches to Curricular Decision-Making

A longstanding history of curriculum in the United States verifies ongoing struggles in curricular decision-making, where questions such as "What is knowledge, who gets to decide what counts as knowledge, and how is knowledge assessed?" have been fundamental sources of debate. Instead of being oriented toward a dynamic, evolving sequence of learning experiences, the curriculum is often conceived as a static entity. However, the effects of the COVID-19 pandemic have presented the education field with an opportunity to remedy obsolete perceptions of the curriculum's purpose and, instead, reimagine and embrace an asset-based view of its future. Framed by Michel Foucault's (1971) concept of presenting a discipline's genealogy, this chapter reviews the field of memory, the field of presence, the field of concomitance, discontinuities and ruptures, and critical assumptions as they relate to curriculum leadership and development. While the field of memory consists of statements that are no longer considered true or valid, the field of presence includes concepts and practices which are acknowledged to be truthful and resonant, and the field of concomitance represents ideas or theories which have been transferred to other disciplines. In addition, discontinuities and ruptures include shifts in the discourse surrounding particular theories or viewpoints, and critical assumptions refer to theories of objectivity, reality, and truth which require a critical examination to avoid outcomes that result in norms and normalization. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

Using Shakespeare to Address Societal Problems

Stephens uses Shakespeare to address societal problems. Teaching William Shakespeare's Romeo and Juliet's relevance to struggling readers is challenging. Like Kelly Gallagher's argument that struggling writers do not do enough writing, she thinks struggling readers suffer from similar failures: teachers do not do enough reading with students. Like Gallagher, she believes it is best to focus on what teachers can control. So, when she was required to teach Shakespeare's Romeo and Juliet to her ninth graders last year, she paused to reflect on undertaking this task with struggling readers while making the text accessible and meaningful. Here she describes her attempt to meet this task.

Centering race equity within youth workforce development: utilizing critical race theory

COVID-19 has exacerbated stark racial and class inequities long present in the United States and other countries. As a field, workforce development supports and serves individuals at the intersections of multiple marginalized identities, with youth being a particularly important target population. The workforce development field can benefit from critically considering how racial equity can be formalized within activities. We offer Critical Race Theory (CRT) to advance theoretical understanding of the intersection of race and workforce development practice and use data from our recent research to examine how workforce development can approach efforts to further racial equity. First, we briefly review the literature related to racial disparities in employment and workforce training. We then describe CRT and its potential application to workforce systems. Finally, we present data from a recent study of local workforce development boards and conclude with suggestions to further race equity in employment and training for youth. [ FROM AUTHOR] Copyright of Community, Work & Family is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

A mixed methods study of teacher self-efficacy, critical race theory, professional development, TPACK and growth mindset in response to COVID-19 school closures

Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset;Critical Race Theory (CRT) awareness and application;Technological, Pedagogical, and Content Knowledge (TPACK);and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application is positively linked to higher levels of teacher efficacy and that TPACK is positively correlated with teacher efficacy. Demographic factors such as race, level of teaching, type of school, and percentage of students receiving free and reduced lunch did not show a significant difference on measures of efficacy, CRT, growth mindset, TPACK or professional development hours. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Subversive Witness: Scripture's Call to Leverage Privilege by Dominique DuBois Gilliard (review)

Labberton poses a question central to Gilliard's work: "How do we hold, deploy, or sacrifice what is ours for the justice and thriving of others?" (xv) In his introduction, Gilliard establishes a framework for the reader to "see privilege, address discrimination, and share power" in ways that "equally prioritize the Great Commission and the Greatest Commandment" (xviii;xxi). In this vein, as Gilliard's message is important for the world and the global Church, it will be appropriate to have translations of this book in multiple languages. Gilliard's experience as an ordained minister shines in this prophetic book: he not only exegetes these passages to reveal their biblical truths to a world hurting from abuse of privilege, social injustices, and the COVID-19 pandemic, but also, he reads current events into his interpretation of the biblical stories. [...]as Gilliard writes about biblical figures leveraging privilege to witness to God's salvific power, he exhorts readers to do the same and shows how by his example.

The lived experiences of indigenous youth during the transition to emergency remote learning: A qualitative study

This qualitative study was conducted to learn about the lived experiences of Indigenous youth during the transition to emergency remote learning due to the COVID-19 pandemic. Eight students at two schools in the Western part of Robeson County, North Carolina, told their stories. Tribal Critical Race Theory was used in this study as a lens to analyze the stories told by these Indigenous students and five themes emerged from the data collected from their stories: students had significant issues with the internet, remote learning was challenging, the support of teachers was vital, students wanted to return to school, and school is better now that students are back in class face to face. Findings showed the lack of access to high-speed internet often impeded students' ability to connect with their teachers consistently. Students found remote learning was much more challenging than being in the classroom face to face and returning to school was important to them. Once students returned to school, Indigenous students reported how much better they felt and how much easier it was to learn and retain new information. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

From Yellow Peril to Model Minority and Back to Yellow Peril

During the COVID-19 pandemic, some perceptions of Asian Americans in the United States shifted as anti-Asian hate crimes escalated. However, little is known about how these shifting views manifest in K-12 schools. This qualitative case study uses Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest. Implications include how researchers can pursue inquiries about Asian American students' holistic development and how in-service and pre-service teachers can address anti-Asian xenophobia.

"Building Back Better": Seeking an Equitable Return to Sport for Development in the Wake of COVID-19

The COVID-19 pandemic affected sport programming by restricting in-person activities. Concurrently, global outcry for racial justice for Black and racialized communities promoted calls to action to assess equitable practices in sport, including sport for development (SFD). This study critically examined SFD "return to play" programming to include perspectives from racialized persons' lived experiences. We present findings based on data collected from Maple Leaf Sports and Entertainment Foundation's Change the Game campaign, which explored questions of sport inequity to "build back better." Outcomes further SFD discourses challenging (potentially) harmful structures affecting participants, including underreported effects of racialization. The study used both quantitative and qualitative analyses of survey data on youth experiences, enablers, and barriers in sport and analyzed these results within an antiracist, antioppressive, and decolonial conceptual framework.

AsianCrit and Autoethnography: A Future-Focussed Fugue of Critical Collaborative Inquiry

Despite the considerable influence of the "Asian Century" on Australian Government policy and the purported centrality of Asia to Australian national identity, the outbreak of the COVID-19 pandemic has simultaneously highlighted and intensified the deleterious impacts of anti-Asian racism. Specifically, Orientalist discourses and a "fear of invasion" that underpin the differential racialized treatment of the Asian diaspora in Australia have manifested in both old and new racisms that have had significant impacts on the mental and physical wellbeing of Asian Australians. In response to this crisis, this autoethnographic paper acknowledges the growing methodological complexity of Critical Race Theory and advances a novel, future-focussed Asian Australian social justice agenda in solidarity with other racialized minorities by interrogating the collaborative potential of Asian Critical Race Theory (AsianCrit) and Autoethnography through an investigation of their respective theoretical and methodological intersections. [ FROM AUTHOR] Copyright of Qualitative Inquiry is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Brothers or Fools

Justin A. Joyce introduces the eighth volume of James Baldwin Review with a discussion of the US Supreme Court, the misdirected uproar over Critical Race Theory, a survey of canonical dystopian novels, and the symbolism of masking during COVID-19.

The impact of life experiences on the school disciplinary practices of suburban high school administrators

This narrative study examined how the life experiences of high school administrators impact how they conceptualize and understand school discipline. These experiences were then positioned within the current context of COVID-19 pandemic related school closures and protests associated with George Floyd's death which brought light to systemic racism prevalent in school codes of conduct to determine how these events changed their disciplinary practices. Semi-structured interviews were conducted with eight administrators from suburban schools in the New York metropolitan region that also had a minority student population of at least 10%. Transcripts were analyzed using in vivo and process coding to identify themes across the interviews. Three themes were identified: elements that lead to an initial understanding of school discipline, how these initial practices change over time, and the twin impact of COVID-19 and protests highlighting systemic racism causing a drastic change to how administrators respond to student misbehavior. These findings were then analyzed using Critical Race Theory and situated among the current literature. The first finding was centered on the understanding administrators use their personal experiences as both as student and teacher to establish their understanding of school discipline. The second finding uncovered an awareness that in order to address student behaviors, administrators develop stakeholder connections. Lastly, there was an awareness and discovery that codes of conduct in their respective schools contributed to disproportionate discipline. While some administrators had already been working to enact change, others were in the beginning stages of learning about this problem and were unsure of the next steps. Form these findings, recommendations for practice and research were proposed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Community college mathematics faculty members: Racialized self-perceptions of day-to-day realities within the classroom environment

This dissertation study was guided by two research questions: 1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?;and 2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a real-time virtual classroom observation. The findings from this study revealed three key findings. First, adult role models such as K-12 school professionals (e.g., teachers, coaches, and principals) and fathers were the primary influences who shaped faculty members' racialized sociocultural worldviews and current teaching strategies. Second, faculty members' lived experiences and self-willingness to learn about race and racism led them to develop their racialized self-awareness due to the absence of preparation from their academic and professional requirements. Lastly, when teaching in the classroom, students were the primary influences who shaped the racial and virtual classroom power dynamics rather than the faculty members. As a result, this study provides alternative theoretical, policy design, and practical recommendations to professionally coach community college mathematics faculty members on how to habitually practice teaching course curriculum centered on racial equilibrium, diversity, and inclusion, particularly in entry level mathematics course sequences. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Utilizing a critical race theory lens to reduce barriers to social and emotional learning: A call to action

Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors' aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Navigating parental involvement: Restoring bridges and inspiring change

It appears that the predominantly European centered educational system has failed Black students. There is a disparity in academic success for Black students in comparison to White students. In 2013, it was reported that 34% of Black students and 9% of White students scored below basic on the National Assessment of Educational Progress (National Education Policy and Practice and Priority Schools Department, 2015). In a study conducted by Stanford professor Reardon, average test scores of Black students were two grade levels lower than White students (Rabinovitz, 2016). Black students at the national level scored 30 points lower than their White peers in 2011, according to the National Center for Educational Statistics (Bohrnstedt et al., 2015). Nonacademic factors such as student motivational levels, work ethic, and family/parent support have emerged as possible causes (Ratcliff et al., 2016). Research by LaRocque et al. (2011) supports the need for collaboration of parents and teachers to increase student learning. The need to build relationships with Black families is especially crucial to improving the academic experiences of Black students. Epstein's Framework for Parental Involvement should also be held under the careful lens of Critical Race Theory (CRT) when used in school districts that serve predominately Black students. In this qualitative case study, I describe the process and challenges of initiating and maintaining parent/ teacher relationships in urban, middle schools to improve Black students' academic performance. Data was obtained from interviews with 6 Black and 5 White middle school educators. The data gathered was coded and analyzed to draw out the perceptions teachers have about parental involvement and student achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Whose future? Whose facts?: A critical case study of news literacy education in the United States

In the wake of the 2016 and 2020 U.S. presidential elections and the COVID-19 pandemic, increasing public attention has been paid to the ability of citizens to use and understand news media, information, and digital technology. Conversations about media literacy-the ability to critically engage with media-are ongoing in the press, schools, and state and federal governments. Most media literacy scholars agree that media literacy is an integral part of an informed and healthy democracy. Yet not all media literacy approaches are the same, and some scholars suggest that mainstream approaches may re-create antidemocratic systems and ideologies. What does it mean when the tools intended to support a healthy democracy reinforce systems of oppression?A case study of the News Literacy Project (NLP), a nonpartisan, nonprofit education organization, was used to explore this question by examining how ideologies of racism and neoliberal capitalism are perpetuated or challenged in the resources and curriculum created and disseminated by NLP, which positions itself as a leader in news literacy education. Within a theoretical framework of critical political economy of communication, curriculum theory, and Critical Race Theory, NLP as an organization and its Checkology curriculum were analyzed to understand how ideologies of racism and neoliberal capitalism are replicated or rejected in this curriculum. NLP depends on corporate and philanthropic funding from both media and nonmedia industries and uses the standards of the professional news industry to define its approach to news literacy education. The Checkology 101 curriculum, a default set of news literacy lessons available through an online portal, reflects ideologies of neoliberal capitalism through its atomized and individualistic structure, limited critiques of the news industry's economic structures, and language centered on individualism and consumerism. The curriculum also reflects ideologies of racism, which appear to be the unintentional result of reliance on liberal ideals such as aspirations for neutrality, universality, objectivity, and unbiased truth, that manifest in stereotyping, decontextualized information, and incomplete storytelling. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic

Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport â leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue â la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants ágés de 3 â 5 ans parlant une langue autre que l'anglais â la maison. Ces entrevues ont été enregistrées, transcrites et analysées â l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les themes. Nous avons organisé ces themes selon le modele bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes étaient liés aux attitudes et aux connaissances, â la maîtrise de l'anglais, â l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le mlcrosystéme et l'exosysteme. Nous discutons de la maniére dont ces obstacles et ces facilitateurs sont liés â la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer â aborder la façon dont les systémes ont marginalisé les familles au sein de nos communautés et â promouvoir les connaissances et le capital culturel qu'offrent ces familles.Alternate :Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer.