Nathaniel D Stewart
Biographic Data
| ID | 284115 |
|---|---|
| NAME | Nathaniel D Stewart |
| GIVEN NAMES | Nathaniel D |
| FAMILY NAME | Stewart |
| SIGNATURE | STEWART N D |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0003-0194-1905 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Black and Indigenous freedom dreaming as critical educational policy praxis
This article centers on freedom dreaming as a critical approach to educational policy studies. I examined how one Black and Indigenous American educator activist collective’s conversations linked freedom dreaming to critical praxis. Educational policy studies would benefit from centering on Black and Indigenous knowledges especially if scholars aim to dismantle interlocking systems of oppression. I used a multiple-conversation and relational desi…
Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs
As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers’ beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent pa…
Black Relational Methodology: Sustaining Nuanced Joy in Educational Knowledge Co-Creation
Our co-knowledged article conceptualized one version of an educator-activist collective's Black relational methodology (BRM). Co-conceptualization began through Nate's invitation to the Collective, a relational space dedicated to knowledge co-creation capable of imagining equitable and just educational policy futures. Over the course of four collective sessions, an answerability defense, a conference presentation, and co-authoring this piece, we …
Discussion boards as a pedagogical tool engendering critical race conversations: Meeting anti-racist aims to raise consciousness and disrupt whiteness
This study's purpose was to offer an explanation into how intentionally-designed and anti-racist discussion board prompts influence preservice teachers' written critical race conversations. Participants were randomly assigned to one of two groups: Instruction-As-Usual (IAU) or Disrupting Whiteness (DW), with the latter group assigned discussion board prompts that included prompts that tasked students to interrogate structural racism. Qualitative …
Black Liberatory Educational Policy: A Systematic and Unapologetic Literature Review on the Advancement of Black Teachers’ Pedagogies and Practices
Our systematic, unapologetic, and Black education-focused literature review sought to examine how educational researchers, Black teachers, and Black students describe and co-imagine educational policies that advance Black liberatory pedagogies and practices. Our work addresses a need in educational policy studies to shift paradigms and invites scholars to leverage their power and privilege. The review team searched for policy-specific and Black l…
Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together
Our co-authored piece contributes to Black and Indigenous solidarity juxtaposed to our nuanced and convergent lived experiences as racialized people. Lauren and I (Nate)co-explore how our racialized identities and stories may complexify Black-and-Indigenous-led movements. We say "racialized" to acknowledge white supremacists' racecraft to subjugate Black and Indigenous people. Lauren, an Indigenous educator activist, and I, a Black scholar activi…
Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together
Our co-authored piece contributes to Black and Indigenous solidarity juxtaposed to our nuanced and convergent lived experiences as racialized people. Lauren and I (Nate)co-explore how our racialized identities and stories may complexify Black-and-Indigenous-led movements. We say "racialized" to acknowledge white supremacists' racecraft to subjugate Black and Indigenous people. Lauren, an Indigenous educator activist, and I, a Black scholar activi…
Discussion boards as a pedagogical tool engendering critical race conversations: Meeting anti-racist aims to raise consciousness and disrupt whiteness
This study's purpose was to offer an explanation into how intentionally-designed and anti-racist discussion board prompts influence preservice teachers' written critical race conversations. Participants were randomly assigned to one of two groups: Instruction-As-Usual (IAU) or Disrupting Whiteness (DW), with the latter group assigned discussion board prompts that included prompts that tasked students to interrogate structural racism. Qualitative …
Black Liberatory Educational Policy: A Systematic and Unapologetic Literature Review on the Advancement of Black Teachers’ Pedagogies and Practices
Our systematic, unapologetic, and Black education-focused literature review sought to examine how educational researchers, Black teachers, and Black students describe and co-imagine educational policies that advance Black liberatory pedagogies and practices. Our work addresses a need in educational policy studies to shift paradigms and invites scholars to leverage their power and privilege. The review team searched for policy-specific and Black l…
Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together
Our co-authored piece contributes to Black and Indigenous solidarity juxtaposed to our nuanced and convergent lived experiences as racialized people. Lauren and I (Nate)co-explore how our racialized identities and stories may complexify Black-and-Indigenous-led movements. We say "racialized" to acknowledge white supremacists' racecraft to subjugate Black and Indigenous people. Lauren, an Indigenous educator activist, and I, a Black scholar activi…
Black and Indigenous freedom dreaming as critical educational policy praxis
This article centers on freedom dreaming as a critical approach to educational policy studies. I examined how one Black and Indigenous American educator activist collective’s conversations linked freedom dreaming to critical praxis. Educational policy studies would benefit from centering on Black and Indigenous knowledges especially if scholars aim to dismantle interlocking systems of oppression. I used a multiple-conversation and relational desi…
Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs
As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers’ beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent pa…
Black Relational Methodology: Sustaining Nuanced Joy in Educational Knowledge Co-Creation
Our co-knowledged article conceptualized one version of an educator-activist collective's Black relational methodology (BRM). Co-conceptualization began through Nate's invitation to the Collective, a relational space dedicated to knowledge co-creation capable of imagining equitable and just educational policy futures. Over the course of four collective sessions, an answerability defense, a conference presentation, and co-authoring this piece, we …
Sociology (6 works) · Critical Race Theory in Education (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Racism (3 works) · Computer Science (2 works) · Critical race theory (2 works)