Josephine H Pham
Biographic Data
| ID | 1605893 |
|---|---|
| NAME | Josephine H Pham |
| GIVEN NAMES | Josephine H |
| FAMILY NAME | Pham |
| SIGNATURE | PHAM J H |
| AFFILIATIONS | University of California, Santa Cruz |
| ORCID | 0000-0002-6122-1777 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Pedagogies of collective intersectional care
In this article, we build upon the ethics of collective intersectional care (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study of a Black woman teacher's (Author 2) pedagogies of collective intersectional care within day-to-day classroom life,…
Racial micropolitical literacy
In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students’ agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlock…
Teacher Leadership for Love, Solidarity, and Justice
Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and "official" teacher leader were simultaneously (re)constructed as catalysts and hindrance for…
Shifting education reform towards anti-racist and intersectional visions of justice
Background: Social movement scholarship tends to focus on macro-level processes of movement emergence, overlooking the day-to-day groundwork of marginalized social movement actors who contribute to and sustain large-scale action. Contributing to this gap in literature, we develop the construct of “pedagogies of organizing” to illuminate the micro-level dimensions through which social movements for educational justice emerge.Methods: Drawing on au…
Orchestrating Critical Race Talk towards Institutional Change
Although race discourse has become increasingly encouraged to address educational inequities, racialized speakers are often expected to accommodate white listening subjects in institutional settings. Building upon multidisciplinary scholarship of race and language, I develop place-based raciolinguistics as an explanatory theory and linguistic ethnographic lens through which to analyze how racialized speakers discursively transform locally specifi…
Teacher Leadership for Love, Solidarity, and Justice
Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and "official" teacher leader were simultaneously (re)constructed as catalysts and hindrance for…
Racial micropolitical literacy
In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students’ agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlock…
Shifting education reform towards anti-racist and intersectional visions of justice
Background: Social movement scholarship tends to focus on macro-level processes of movement emergence, overlooking the day-to-day groundwork of marginalized social movement actors who contribute to and sustain large-scale action. Contributing to this gap in literature, we develop the construct of “pedagogies of organizing” to illuminate the micro-level dimensions through which social movements for educational justice emerge.Methods: Drawing on au…
Orchestrating Critical Race Talk towards Institutional Change
Although race discourse has become increasingly encouraged to address educational inequities, racialized speakers are often expected to accommodate white listening subjects in institutional settings. Building upon multidisciplinary scholarship of race and language, I develop place-based raciolinguistics as an explanatory theory and linguistic ethnographic lens through which to analyze how racialized speakers discursively transform locally specifi…
Racial micropolitical literacy
In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students’ agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlock…
Teacher Leadership for Love, Solidarity, and Justice
Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and "official" teacher leader were simultaneously (re)constructed as catalysts and hindrance for…
Pedagogies of collective intersectional care
In this article, we build upon the ethics of collective intersectional care (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study of a Black woman teacher's (Author 2) pedagogies of collective intersectional care within day-to-day classroom life,…
Critical Race Theory in Education (5 works) · Gender Studies (5 works) · Sociology (5 works) · Pedagogy (4 works) · Political science (4 works) · Politics (4 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works) · Racism (3 works) · Scholarship (3 works)