Benjamin Blaisdell
Biographic Data
| ID | 153995 |
|---|---|
| NAME | Benjamin Blaisdell |
| GIVEN NAMES | Benjamin |
| FAMILY NAME | Blaisdell |
| SIGNATURE | BLAISDELL B |
| AFFILIATIONS | East Carolina University |
| ORCID | 0000-0002-1825-1823 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
I'll still continue to rise: Black women's experiences in academia
Breathing space amidst the permanence of racism in the academy
This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thirteen staff of color across two universities, this paper foregrounds critical race theory presenting evidence that these staff forums are often performative and fail to address needed structural chang…
White imagination, Black reality: Recentering critical race theory in critical whiteness studies
This essay uses the concept of the white imaginary to reflect on Critical Whiteness Studies (CWS) in education. It examines the field’s value but also its limitations, specifically its preoccupation with converting white people as the solution to systemic racism. The conversion approach ignores the fuller structural nature of whiteness and often privileges the needs and wants of white people over people of color. The essay argues that to better s…
The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy
This article presents an autoethnographic reflection from three education scholars—a white man, a Latinx woman, and a Black woman—on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study’s interviews and themes led us to write about how that work affected us personall…
Counternarrative as strategy: Embedding critical race theory to develop an antiracist school identity
This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developi…
Right to the Classroom: Seeking Spatial Justice in Kindergarten
Exorcising the Racism Phantasm: Racial Realism in Educational Research
Schools as racial spaces: Understanding and resisting structural racism
Analyzing schools as racial spaces can help researchers examine the role of teachers in the perpetuation of structural racism in schools. Based on ethnographic and autoethnographic work, this article offers examples of schools as racial spaces, spaces where whiteness controlled access. It also highlights four teachers who pursued racial equity in their teaching, and how a structural understanding of race was key to their efforts. It makes the arg…
Seeing With Poetic Eyes: Critical Race Theory and Moving from Liberal to Critical Forms of Race Research in Sociology of Education
"Seeing with poetic eyes" is a phrase used by a teacher to describe one of his students, a teenager who could recognize the disconnect between U. S. society's claims about racial equity and its actual commitment towards that equity. As a teacher, he saw it as his mission to help all of his students see the world in such a critical way with that hope that they would be motivated to pursue antiracism more actively in their lives. In this book, I di…
Schools as racial spaces: Understanding and resisting structural racism
Analyzing schools as racial spaces can help researchers examine the role of teachers in the perpetuation of structural racism in schools. Based on ethnographic and autoethnographic work, this article offers examples of schools as racial spaces, spaces where whiteness controlled access. It also highlights four teachers who pursued racial equity in their teaching, and how a structural understanding of race was key to their efforts. It makes the arg…
Counternarrative as strategy: Embedding critical race theory to develop an antiracist school identity
This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developi…
Right to the Classroom: Seeking Spatial Justice in Kindergarten
Breathing space amidst the permanence of racism in the academy
This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thirteen staff of color across two universities, this paper foregrounds critical race theory presenting evidence that these staff forums are often performative and fail to address needed structural chang…
White imagination, Black reality: Recentering critical race theory in critical whiteness studies
This essay uses the concept of the white imaginary to reflect on Critical Whiteness Studies (CWS) in education. It examines the field’s value but also its limitations, specifically its preoccupation with converting white people as the solution to systemic racism. The conversion approach ignores the fuller structural nature of whiteness and often privileges the needs and wants of white people over people of color. The essay argues that to better s…
The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy
This article presents an autoethnographic reflection from three education scholars—a white man, a Latinx woman, and a Black woman—on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study’s interviews and themes led us to write about how that work affected us personall…
Exorcising the Racism Phantasm: Racial Realism in Educational Research
Seeing With Poetic Eyes: Critical Race Theory and Moving from Liberal to Critical Forms of Race Research in Sociology of Education
"Seeing with poetic eyes" is a phrase used by a teacher to describe one of his students, a teenager who could recognize the disconnect between U. S. society's claims about racial equity and its actual commitment towards that equity. As a teacher, he saw it as his mission to help all of his students see the world in such a critical way with that hope that they would be motivated to pursue antiracism more actively in their lives. In this book, I di…
Schools as racial spaces: Understanding and resisting structural racism
Analyzing schools as racial spaces can help researchers examine the role of teachers in the perpetuation of structural racism in schools. Based on ethnographic and autoethnographic work, this article offers examples of schools as racial spaces, spaces where whiteness controlled access. It also highlights four teachers who pursued racial equity in their teaching, and how a structural understanding of race was key to their efforts. It makes the arg…
Exorcising the Racism Phantasm: Racial Realism in Educational Research
Right to the Classroom: Seeking Spatial Justice in Kindergarten
Counternarrative as strategy: Embedding critical race theory to develop an antiracist school identity
This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developi…
White imagination, Black reality: Recentering critical race theory in critical whiteness studies
This essay uses the concept of the white imaginary to reflect on Critical Whiteness Studies (CWS) in education. It examines the field’s value but also its limitations, specifically its preoccupation with converting white people as the solution to systemic racism. The conversion approach ignores the fuller structural nature of whiteness and often privileges the needs and wants of white people over people of color. The essay argues that to better s…
The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy
This article presents an autoethnographic reflection from three education scholars—a white man, a Latinx woman, and a Black woman—on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study’s interviews and themes led us to write about how that work affected us personall…
Breathing space amidst the permanence of racism in the academy
This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thirteen staff of color across two universities, this paper foregrounds critical race theory presenting evidence that these staff forums are often performative and fail to address needed structural chang…
I'll still continue to rise: Black women's experiences in academia
Gender Studies (9 works) · Sociology (9 works) · Critical Race Theory in Education (8 works) · Gender Studies (8 works) · Critical race theory (6 works) · Pedagogy (6 works) · Psychology (6 works) · Racism (6 works) · Teacher Education and Leadership Studies (6 works) · Political science (5 works)