Thandeka K Chapman
Dados Biográficos
| ID | 126221 |
|---|---|
| NOME | Thandeka K Chapman |
| PRENOMES | Thandeka K |
| SOBRENOME | Chapman |
| ASSINATURA | CHAPMAN T K |
| AFILIAÇÕES | University of Wisconsin–Milwaukee |
| ORCID | 0000-0003-3561-1138 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 191 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2020 |
| ÍNDICE H | 7 |
A Necessary Pairing
Using Critical Race Theory, the authors explore how K-12 Ethnic Studies attempts to dismantle curriculum as the property of Whiteness by replacing it with a social justice education curriculum that centers the lived experiences and epistemologies of people of color. The authors assert that when Ethnic Studies programs cultivate a dual focus on developing critical consciousness and academic skills, these programs can de-center Whiteness and better…
The College Access and Choice Processes of High-Achieving African American Students
This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagsh…
International minority ethnic academics at predominantly white institutions
Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly Whi…
The perils of integration
Racial minority students who attend predominately white schools in the United States and England face unique challenges in their learning environments that are connected to their status as non-white students. Scholars have documented the experiences of racial and ethnic minority students in mixed-raced schools in the United States and the UK for over four decades. However, the authors explore new research territory by employing critical race anal…
Understanding Critical Race Research Methods and Methodologies
African American Parents and Their High-Achieving Students
African American students’ college choice processes in a post 209 era
High-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative port…
Segregation, Desegregation, Segregation
The controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the endur…
Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools
Since the Brown v. Board of Education Topeka Kansas I and II rulings (Brown, 1954, 1955) proponents of racial justice have pushed for racially integrated schools to improve the quality of education for students of color (Bell, 1975, 2005; Delgado & Stefancic, 1995). Initial support for integrated schools, where formal and informal learning and activities occur in racially mixed settings, was based on the argument, or as Derrick Bell named it, the…
Countering common-sense understandings of ‘good parenting
Commonsense understandings of school practices have historically painted parents of color as inattentive and non-participatory actors in public school settings. Racist implementations of policy and individual actions, based on teacher ideology and deficit paradigms of race, force parents of color to take an oppositional stance in public school settings. The commonsense notion of “good” parenting is countered by descriptions of how parents of colo…
You can't erase race! Using CRT to explain the presence of race and racism in majority white suburban schools
Employing a critical race analysis of contemporary suburban schooling in the US, the author challenges the ideology of colorblind racial contexts. The concepts of colorblindness, interest-convergence, racial realism, and white privilege are used to explain how federal mandates and common school policies and practices, such as tracking, traditional curricula, teacher classroom practices, and student surveillance, sustain a racially hostile environ…
A Social Justice Approach as a Base for Teaching Writing
In the English language arts classroom, social justice is a way to increase students' abilities to articulate their experiences, critique their world, and address those identified issues with subsequent action. Teachers who practice social justice education cultivate student voice through class activities, readings, assignments, and assessments that allow students to incorporate their personal stories within the contexts of the school curriculum.…
Desegregation and Multicultural Education
Interrogating Classroom Relationships and Events
This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and g…
The Power of Contexts
The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although thei…
Peddling backwards
Much of the scholarship on urban children and families has focused on ways to increase the involvement of parents of colour in the education of their children. However, these suggestions for increasing parental involvement ignore the long tradition of activism in the courts as families have fought through the legal system for equal educational opportunity. In this article, the author examines the Rockford, Illinois desegregation cases, noting the…
Expressions of "Voice" in Portraiture
The various ways in which the researcher negotiates "voice are the focus of this article. The six aspects of "voice" as defined by portraiture are manifested through the researcher's chosen methodology, research tools, observation and interview sites, and data analysis. The tensions in the research process and the choice to use portraiture for qualitative research are explicated through critical race theory. The author uses a case study of a Whit…
Research as an Aesthetic Process
Foundations of Multicultural Education
This article highlights the contributions that Garveyism made to current doctrines of multicultural education. The 1920s movement played a crucial role in African American history and helped to lay the foundation for later African American political and educational movements. Using literature from multiple scholars of multicultural education and primary source documents from the United Negro Improvement Association (UNIA), theoretical connections…
Interrogating Classroom Relationships and Events
This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and g…
Research as an Aesthetic Process
Expressions of "Voice" in Portraiture
The various ways in which the researcher negotiates "voice are the focus of this article. The six aspects of "voice" as defined by portraiture are manifested through the researcher's chosen methodology, research tools, observation and interview sites, and data analysis. The tensions in the research process and the choice to use portraiture for qualitative research are explicated through critical race theory. The author uses a case study of a Whit…
The perils of integration
Racial minority students who attend predominately white schools in the United States and England face unique challenges in their learning environments that are connected to their status as non-white students. Scholars have documented the experiences of racial and ethnic minority students in mixed-raced schools in the United States and the UK for over four decades. However, the authors explore new research territory by employing critical race anal…
You can't erase race! Using CRT to explain the presence of race and racism in majority white suburban schools
Employing a critical race analysis of contemporary suburban schooling in the US, the author challenges the ideology of colorblind racial contexts. The concepts of colorblindness, interest-convergence, racial realism, and white privilege are used to explain how federal mandates and common school policies and practices, such as tracking, traditional curricula, teacher classroom practices, and student surveillance, sustain a racially hostile environ…
Countering common-sense understandings of ‘good parenting
Commonsense understandings of school practices have historically painted parents of color as inattentive and non-participatory actors in public school settings. Racist implementations of policy and individual actions, based on teacher ideology and deficit paradigms of race, force parents of color to take an oppositional stance in public school settings. The commonsense notion of “good” parenting is countered by descriptions of how parents of colo…
Peddling backwards
Much of the scholarship on urban children and families has focused on ways to increase the involvement of parents of colour in the education of their children. However, these suggestions for increasing parental involvement ignore the long tradition of activism in the courts as families have fought through the legal system for equal educational opportunity. In this article, the author examines the Rockford, Illinois desegregation cases, noting the…
The Power of Contexts
The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although thei…
International minority ethnic academics at predominantly white institutions
Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly Whi…
The College Access and Choice Processes of High-Achieving African American Students
This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagsh…
African American Parents and Their High-Achieving Students
Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools
Since the Brown v. Board of Education Topeka Kansas I and II rulings (Brown, 1954, 1955) proponents of racial justice have pushed for racially integrated schools to improve the quality of education for students of color (Bell, 1975, 2005; Delgado & Stefancic, 1995). Initial support for integrated schools, where formal and informal learning and activities occur in racially mixed settings, was based on the argument, or as Derrick Bell named it, the…
Desegregation and Multicultural Education
African American students’ college choice processes in a post 209 era
High-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative port…
Segregation, Desegregation, Segregation
The controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the endur…
Foundations of Multicultural Education
This article highlights the contributions that Garveyism made to current doctrines of multicultural education. The 1920s movement played a crucial role in African American history and helped to lay the foundation for later African American political and educational movements. Using literature from multiple scholars of multicultural education and primary source documents from the United Negro Improvement Association (UNIA), theoretical connections…
Foundations of Multicultural Education
This article highlights the contributions that Garveyism made to current doctrines of multicultural education. The 1920s movement played a crucial role in African American history and helped to lay the foundation for later African American political and educational movements. Using literature from multiple scholars of multicultural education and primary source documents from the United Negro Improvement Association (UNIA), theoretical connections…
Peddling backwards
Much of the scholarship on urban children and families has focused on ways to increase the involvement of parents of colour in the education of their children. However, these suggestions for increasing parental involvement ignore the long tradition of activism in the courts as families have fought through the legal system for equal educational opportunity. In this article, the author examines the Rockford, Illinois desegregation cases, noting the…
Expressions of "Voice" in Portraiture
The various ways in which the researcher negotiates "voice are the focus of this article. The six aspects of "voice" as defined by portraiture are manifested through the researcher's chosen methodology, research tools, observation and interview sites, and data analysis. The tensions in the research process and the choice to use portraiture for qualitative research are explicated through critical race theory. The author uses a case study of a Whit…
Research as an Aesthetic Process
Interrogating Classroom Relationships and Events
This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and g…
The Power of Contexts
The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although thei…
Desegregation and Multicultural Education
A Social Justice Approach as a Base for Teaching Writing
In the English language arts classroom, social justice is a way to increase students' abilities to articulate their experiences, critique their world, and address those identified issues with subsequent action. Teachers who practice social justice education cultivate student voice through class activities, readings, assignments, and assessments that allow students to incorporate their personal stories within the contexts of the school curriculum.…
Countering common-sense understandings of ‘good parenting
Commonsense understandings of school practices have historically painted parents of color as inattentive and non-participatory actors in public school settings. Racist implementations of policy and individual actions, based on teacher ideology and deficit paradigms of race, force parents of color to take an oppositional stance in public school settings. The commonsense notion of “good” parenting is countered by descriptions of how parents of colo…
You can't erase race! Using CRT to explain the presence of race and racism in majority white suburban schools
Employing a critical race analysis of contemporary suburban schooling in the US, the author challenges the ideology of colorblind racial contexts. The concepts of colorblindness, interest-convergence, racial realism, and white privilege are used to explain how federal mandates and common school policies and practices, such as tracking, traditional curricula, teacher classroom practices, and student surveillance, sustain a racially hostile environ…
Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools
Since the Brown v. Board of Education Topeka Kansas I and II rulings (Brown, 1954, 1955) proponents of racial justice have pushed for racially integrated schools to improve the quality of education for students of color (Bell, 1975, 2005; Delgado & Stefancic, 1995). Initial support for integrated schools, where formal and informal learning and activities occur in racially mixed settings, was based on the argument, or as Derrick Bell named it, the…
Understanding Critical Race Research Methods and Methodologies
African American Parents and Their High-Achieving Students
African American students’ college choice processes in a post 209 era
High-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative port…
Segregation, Desegregation, Segregation
The controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the endur…
International minority ethnic academics at predominantly white institutions
Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly Whi…
The perils of integration
Racial minority students who attend predominately white schools in the United States and England face unique challenges in their learning environments that are connected to their status as non-white students. Scholars have documented the experiences of racial and ethnic minority students in mixed-raced schools in the United States and the UK for over four decades. However, the authors explore new research territory by employing critical race anal…
A Necessary Pairing
Using Critical Race Theory, the authors explore how K-12 Ethnic Studies attempts to dismantle curriculum as the property of Whiteness by replacing it with a social justice education curriculum that centers the lived experiences and epistemologies of people of color. The authors assert that when Ethnic Studies programs cultivate a dual focus on developing critical consciousness and academic skills, these programs can de-center Whiteness and better…
The College Access and Choice Processes of High-Achieving African American Students
This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagsh…
Sociology (18 obras) · Critical Race Theory in Education (17 obras) · Political science (14 obras) · Gender Studies (13 obras) · Psychology (10 obras) · Critical race theory (9 obras) · Law (9 obras) · Gender Studies (8 obras) · Pedagogy (8 obras) · Race (biology (8 obras)