Rowhea Elmesky
Biographic Data
| ID | 120738 |
|---|---|
| NAME | Rowhea Elmesky |
| GIVEN NAMES | Rowhea |
| FAMILY NAME | Elmesky |
| SIGNATURE | ELMESKY R |
| AFFILIATIONS | Washington University in St. Louis |
| ORCID | 0000-0002-7571-8792 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Caring in qualitative interviews
Building upon decades of feminist methodological thinking, the objective of this article is to position caring as a central defining feature of qualitative interviewing within diverse transformative research paradigms. Transformative research designs are those that organize the research process—not just the findings—to catalyze positive social change. We are motivated by the question: how do we optimize the interview interaction’s transformative …
Student agency in restorative justice
Politicized caring as anti-carceral pedagogy
The “racialized social control infrastructure” of schools refers to the over-emphasis on controlling the behaviors and bodies of Black, and other, students of color. Politicized caring, or the strategic prioritization of the needs and desires of those traditionally marginalized, may be disruptive to it. The objective of this analysis is (1) to describe how one Black female educator enacts a pedagogy of politicized caring on a day-to-day basis and…
Coded Racialized Discourse Among Educators
Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized l…
Advancing Culturally Relevant Discipline
Culturally relevant discipline (CRD) has the potential to mitigate the disproportionate disciplining of Black students in American schools. Utilizing interaction ritual theory, this research uses ethnographic microanalysis to investigate nonverbal, paraverbal, and verbal communication in three student–teacher disciplinary interactions from one predominately Black high school. The analysis (a) provides the first microlevel empirical evidence of th…
Beyond Cultural Mismatch Theories
Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this…
Re/Making Identities in the Praxis of Urban Schooling
In cultural historical activity theory, the entities that make a system are not conceived as independent but as aspects of mediated relations. Consequently, an individual, a tool, or a community cannot be theorized in an independent manner but must be understood in terms of the historically changing, mediated relations in which they are integral and constitutive parts. Drawing on a case study that focuses on the identities of two of the authors, …
Rethinking Qualitative Research
This article suggests that qualitative research group dynamics shape university researchers' capacities for expertly enacting ethical practices. Specifically, I assert that when research participants become the researchers, both university-based and community-based members of the research group have opportunities to deeply experience each other's life worlds. By spending time together as researchers, we can then develop ethical expertise that…
Advancing Culturally Relevant Discipline
Culturally relevant discipline (CRD) has the potential to mitigate the disproportionate disciplining of Black students in American schools. Utilizing interaction ritual theory, this research uses ethnographic microanalysis to investigate nonverbal, paraverbal, and verbal communication in three student–teacher disciplinary interactions from one predominately Black high school. The analysis (a) provides the first microlevel empirical evidence of th…
Beyond Cultural Mismatch Theories
Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this…
Coded Racialized Discourse Among Educators
Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized l…
Re/Making Identities in the Praxis of Urban Schooling
In cultural historical activity theory, the entities that make a system are not conceived as independent but as aspects of mediated relations. Consequently, an individual, a tool, or a community cannot be theorized in an independent manner but must be understood in terms of the historically changing, mediated relations in which they are integral and constitutive parts. Drawing on a case study that focuses on the identities of two of the authors, …
Advancing Culturally Relevant Discipline
Culturally relevant discipline (CRD) has the potential to mitigate the disproportionate disciplining of Black students in American schools. Utilizing interaction ritual theory, this research uses ethnographic microanalysis to investigate nonverbal, paraverbal, and verbal communication in three student–teacher disciplinary interactions from one predominately Black high school. The analysis (a) provides the first microlevel empirical evidence of th…
Beyond Cultural Mismatch Theories
Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this…
Politicized caring as anti-carceral pedagogy
The “racialized social control infrastructure” of schools refers to the over-emphasis on controlling the behaviors and bodies of Black, and other, students of color. Politicized caring, or the strategic prioritization of the needs and desires of those traditionally marginalized, may be disruptive to it. The objective of this analysis is (1) to describe how one Black female educator enacts a pedagogy of politicized caring on a day-to-day basis and…
Coded Racialized Discourse Among Educators
Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized l…
Rethinking Qualitative Research
This article suggests that qualitative research group dynamics shape university researchers' capacities for expertly enacting ethical practices. Specifically, I assert that when research participants become the researchers, both university-based and community-based members of the research group have opportunities to deeply experience each other's life worlds. By spending time together as researchers, we can then develop ethical expertise that…
Student agency in restorative justice
Caring in qualitative interviews
Building upon decades of feminist methodological thinking, the objective of this article is to position caring as a central defining feature of qualitative interviewing within diverse transformative research paradigms. Transformative research designs are those that organize the research process—not just the findings—to catalyze positive social change. We are motivated by the question: how do we optimize the interview interaction’s transformative …
Sociology (7 works) · Education Discipline and Inequality (5 works) · Pedagogy (5 works) · Psychology (5 works) · Social science (5 works) · Critical Race Theory in Education (4 works) · Political science (4 works) · Social Psychology (4 works) · Anthropology (3 works) · Epistemology (3 works)