Pauli Badenhorst
Biographic Data
| ID | 143625 |
|---|---|
| NAME | Pauli Badenhorst |
| GIVEN NAMES | Pauli |
| FAMILY NAME | Badenhorst |
| SIGNATURE | BADENHORST P |
| AFFILIATIONS | The University of Texas Rio Grande Valley |
| ORCID | 0000-0003-0599-3796 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Dialogue, tolerance, and reflection
The following theoretical-conceptual paper investigates how uncritical applications of commonplace instructional practices—dialogue, tolerance, and reflection—may inadvertently perpetuate and maintain inequities and marginalization within teaching and learning contexts. via a bricolage of critical perspectives, we advocate for deep rethinking (or pedagogical contemplation) of commonplace instructional practices in a manner uncovering hidden contr…
Examining Race as Sliding Signifier in Global Migratory Contexts via Hall
Racialized Language and Social Complexity
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation
Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge scho…
Critical consciousness development for teachers of multilingual learners
Doesn't Your Work Just Re-Center Whiteness
Our purpose is to engage performative dialogue incorporative of currere on a central question in critical White studies (CWS). After precautionary notes and positionalities, we frame our dialogue within second-wave CWS. As its main section, six CWS scholars respond to the central question: Doesn’t research on White identities re-center whiteness? Analyzing the scholars’ responses, the performative dialogue is followed by an analytical discussion …
Why anti-racism and critical whiteness now ? A (tentative, subjunctive) conceptual geography of the empire of whiteness
Our essay provides a provocation supporting the special issue of the International Journal of Qualitative Studies in Education’s titled “Why antiracism and critical whiteness now?” As editors, we circulated its call knowing that the conditions of our work in race and whiteness studies had changed. In our essay, we work through the special issue’s central question via the critical psychoanalytic notion of identification ruptures. Autobiographicall…
A conflicted question
The following chapter offers an introduction and overview to the special issue, Why antiracism and critical whiteness now? It highlights how racial concerns are—at their core—fundamentally relational, emblematizing not only antiracism’s greatest hope but also its most tenacious, enduring challenge
Predatory White Antiracism
Second-Wave Critical White Studies
This is an encyclopedia entry on Second-Wave Critical White Studies, shared in draft form. This is an advanced publication from Critical understandings in education encyclopedia: Critical whiteness studies. This article provides an intellectual history of Critical White Studies' development between the early 2000s and the present.
Our World Is Text
Why anti-racism and critical whiteness now ? A (tentative, subjunctive) conceptual geography of the empire of whiteness
Our essay provides a provocation supporting the special issue of the International Journal of Qualitative Studies in Education’s titled “Why antiracism and critical whiteness now?” As editors, we circulated its call knowing that the conditions of our work in race and whiteness studies had changed. In our essay, we work through the special issue’s central question via the critical psychoanalytic notion of identification ruptures. Autobiographicall…
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation
Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge scho…
Our World Is Text
Second-Wave Critical White Studies
This is an encyclopedia entry on Second-Wave Critical White Studies, shared in draft form. This is an advanced publication from Critical understandings in education encyclopedia: Critical whiteness studies. This article provides an intellectual history of Critical White Studies' development between the early 2000s and the present.
Predatory White Antiracism
Doesn't Your Work Just Re-Center Whiteness
Our purpose is to engage performative dialogue incorporative of currere on a central question in critical White studies (CWS). After precautionary notes and positionalities, we frame our dialogue within second-wave CWS. As its main section, six CWS scholars respond to the central question: Doesn’t research on White identities re-center whiteness? Analyzing the scholars’ responses, the performative dialogue is followed by an analytical discussion …
Why anti-racism and critical whiteness now ? A (tentative, subjunctive) conceptual geography of the empire of whiteness
Our essay provides a provocation supporting the special issue of the International Journal of Qualitative Studies in Education’s titled “Why antiracism and critical whiteness now?” As editors, we circulated its call knowing that the conditions of our work in race and whiteness studies had changed. In our essay, we work through the special issue’s central question via the critical psychoanalytic notion of identification ruptures. Autobiographicall…
A conflicted question
The following chapter offers an introduction and overview to the special issue, Why antiracism and critical whiteness now? It highlights how racial concerns are—at their core—fundamentally relational, emblematizing not only antiracism’s greatest hope but also its most tenacious, enduring challenge
Racialized Language and Social Complexity
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation
Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge scho…
Critical consciousness development for teachers of multilingual learners
Examining Race as Sliding Signifier in Global Migratory Contexts via Hall
Dialogue, tolerance, and reflection
The following theoretical-conceptual paper investigates how uncritical applications of commonplace instructional practices—dialogue, tolerance, and reflection—may inadvertently perpetuate and maintain inequities and marginalization within teaching and learning contexts. via a bricolage of critical perspectives, we advocate for deep rethinking (or pedagogical contemplation) of commonplace instructional practices in a manner uncovering hidden contr…
Sociology (7 works) · Critical Race Theory in Education (5 works) · Psychology (5 works) · Gender Studies (4 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Art (3 works) · Racism (3 works) · Teacher Education and Leadership Studies (3 works) · Aesthetics (2 works)