Brittany Aronson
Biographic Data
| ID | 4420852 |
|---|---|
| NAME | Brittany Aronson |
| GIVEN NAMES | Brittany |
| FAMILY NAME | Aronson |
| SIGNATURE | ARONSON B |
| AFFILIATIONS | Miami University |
| ORCID | 0000-0002-0531-6544 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The making of the Stepford teacher: A feminist horror story of teacher preparation
Global Racialization, Class, and the Politics of Nation: Education as a Site of Racial Formation and Resistance in the United States, South Korea, and Iran
This study examines the applicability of Critical Race Theory (CRT) beyond its U.S. American origins by analyzing the intersections of state, nation, race, and education in two distinct sociopolitical contexts: South Korea, and Iran. This manuscript explores how education functions as a genealogical site of power mediating relations among the state, nation, race/ethnicity, and social class in the construction and contestation of national identity…
Teacher perceptions of critical race theory and multicultural education in “dangerous times”
Purpose This paper aims to examine teachers’ perspectives on their understandings of multicultural education (MCE) and critical race theory (CRT) in today’s classrooms, exploring the challenges and opportunities they face in fostering an inclusive educational environment. This study highlights the political and systemic barriers, hindering these practices and the resilience of educators committed to advancing equity. Design/methodology/approach T…
(Be)coming Socially Just Teacher Educators: The Role of Critical Collaborative Teacher Education
“Sitting With…“ Narratives of Teaching About Antiblackness in Teacher Education
We are a collaborative teaching team at a mid-sized, predominately white institution (PWI), who sought to explore teaching about antiblackness in teacher education. Using an antiblackness theoretical framework we asked: (1) What are our individual and collective curricular responsibilities as marginalized faculty and instructors within this present moment? (2) How have we adapted and adjusted to meet our senses of responsibility, specifically in …
Critical community building in action: A triad of faculty, graduate and undergraduate students working for racial justice
This article considers what critical community building might look like among colleagues at a university representing one faculty member, one doctoral candidate, and one undergraduate student. Using critical autoethnography-self-study, we analyze our journal reflections, presentations, teaching, and dialogues to better understand our approaches with teaching Critical Race Theory. This research asks: How do colleagues across power dynamics and pos…
Latinx and Asian Engagement/Complicity in Anti-Blackness
We live in a world that desperately wishes to ignore centuries of racial divisions and hierarchies by positioning multiracial people as a declaration of a post-racial society. The latest U.S. 2020 Census results show that the U.S. population has grown in racial and ethnic diversity in the last ten years, with the white population decreasing. Our U.S. systems of policies, economy, and well-being are based upon “scientific” constructions of racial …
Testimonios de las atravesadas: A borderland existence of women of color faculty
The temporalities of COVID‐19 and resultant economic crisis, along with increased visibility of white supremacy and anti‐Blackness, have exacerbated the longstanding challenges Women of Color (WOC) faculty experience, particularly around negotiating labor and navigating the academy. Through Anzaldúa's borderlands framework, and an interwoven methodology of testimonios and pláticas, this paper's findings illuminate how the fixed, shifting, and mes…
It reeks of first-wave whiteness”: A reimagined critical whiteness studies and feminist of color teacher education
In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies—namely white middle-class women—while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of t…
Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”
A Negotiated Relationship: Nuances of “Whitened” Biracial Educator Identities
In this article, we explore our desire to better understand the complexity of multi-ethnic/racial identities, positionality, and how this relates to solidarity building within educative spaces. In particular, we are interested in the relationship between whiteness and its nuanced complexity of identities influencing “whitened” identities. As two racially ambiguous women educators situated in the United States, we consider how to deconstruct the c…
The Last Refuge of the Incompetent”: Urban Teacher Perceptions of Their Positions in Public Discourse
We present one subset of findings from a larger study of twenty-one practicing urban teachers regarding their perceptions of their positioning in public discourses. We begin with a general introduction, focusing primarily on the myth of the “bad teacher,” after which we provide an overview regarding the evolution of this myth, as well as the overall deprofessionalization of teachers that accompany it. Next, we present our methodology, which we la…
Improvising a space for us: A testimonio from a Latina Diaspora Group
In 2018 we created our own Latina Diaspora Group to share our stories and provide support for one another to overcome barriers we face within our institution and the academy. Leveraging jazz as metaphor, we present an testimonio to provide curricular possibilities for Latina faculty to co-create, imagine, and push back on structural limitations in higher education. As part of our testimonio, we also include an original music track that represents…
Learning to Teach in Diverse Schools: Two Approaches to Teacher Education
With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers’ joint com…
From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like
Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teache…
Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming
As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences with disabilities and the US academy. With an understa…
The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity
Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, p…
From objects to subjects: Repositioning teachers as policy actors doing policy work
Teaching Against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks Within Teacher Education
The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas
Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational research…
Culturally Relevant Education: Extending the Conversation to Religious Diversity
Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to p…
From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like
Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teache…
From objects to subjects: Repositioning teachers as policy actors doing policy work
Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming
As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences with disabilities and the US academy. With an understa…
Teaching Against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks Within Teacher Education
Culturally Relevant Education: Extending the Conversation to Religious Diversity
Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to p…
Testimonios de las atravesadas: A borderland existence of women of color faculty
The temporalities of COVID‐19 and resultant economic crisis, along with increased visibility of white supremacy and anti‐Blackness, have exacerbated the longstanding challenges Women of Color (WOC) faculty experience, particularly around negotiating labor and navigating the academy. Through Anzaldúa's borderlands framework, and an interwoven methodology of testimonios and pláticas, this paper's findings illuminate how the fixed, shifting, and mes…
The Last Refuge of the Incompetent”: Urban Teacher Perceptions of Their Positions in Public Discourse
We present one subset of findings from a larger study of twenty-one practicing urban teachers regarding their perceptions of their positioning in public discourses. We begin with a general introduction, focusing primarily on the myth of the “bad teacher,” after which we provide an overview regarding the evolution of this myth, as well as the overall deprofessionalization of teachers that accompany it. Next, we present our methodology, which we la…
The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity
Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, p…
Teacher perceptions of critical race theory and multicultural education in “dangerous times”
Purpose This paper aims to examine teachers’ perspectives on their understandings of multicultural education (MCE) and critical race theory (CRT) in today’s classrooms, exploring the challenges and opportunities they face in fostering an inclusive educational environment. This study highlights the political and systemic barriers, hindering these practices and the resilience of educators committed to advancing equity. Design/methodology/approach T…
It reeks of first-wave whiteness”: A reimagined critical whiteness studies and feminist of color teacher education
In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies—namely white middle-class women—while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of t…
Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”
A Negotiated Relationship: Nuances of “Whitened” Biracial Educator Identities
In this article, we explore our desire to better understand the complexity of multi-ethnic/racial identities, positionality, and how this relates to solidarity building within educative spaces. In particular, we are interested in the relationship between whiteness and its nuanced complexity of identities influencing “whitened” identities. As two racially ambiguous women educators situated in the United States, we consider how to deconstruct the c…
The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas
Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational research…
Culturally Relevant Education: Extending the Conversation to Religious Diversity
Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to p…
The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity
Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, p…
From objects to subjects: Repositioning teachers as policy actors doing policy work
Teaching Against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks Within Teacher Education
Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming
As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences with disabilities and the US academy. With an understa…
Improvising a space for us: A testimonio from a Latina Diaspora Group
In 2018 we created our own Latina Diaspora Group to share our stories and provide support for one another to overcome barriers we face within our institution and the academy. Leveraging jazz as metaphor, we present an testimonio to provide curricular possibilities for Latina faculty to co-create, imagine, and push back on structural limitations in higher education. As part of our testimonio, we also include an original music track that represents…
Learning to Teach in Diverse Schools: Two Approaches to Teacher Education
With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers’ joint com…
From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like
Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teache…
A Negotiated Relationship: Nuances of “Whitened” Biracial Educator Identities
In this article, we explore our desire to better understand the complexity of multi-ethnic/racial identities, positionality, and how this relates to solidarity building within educative spaces. In particular, we are interested in the relationship between whiteness and its nuanced complexity of identities influencing “whitened” identities. As two racially ambiguous women educators situated in the United States, we consider how to deconstruct the c…
The Last Refuge of the Incompetent”: Urban Teacher Perceptions of Their Positions in Public Discourse
We present one subset of findings from a larger study of twenty-one practicing urban teachers regarding their perceptions of their positioning in public discourses. We begin with a general introduction, focusing primarily on the myth of the “bad teacher,” after which we provide an overview regarding the evolution of this myth, as well as the overall deprofessionalization of teachers that accompany it. Next, we present our methodology, which we la…
Testimonios de las atravesadas: A borderland existence of women of color faculty
The temporalities of COVID‐19 and resultant economic crisis, along with increased visibility of white supremacy and anti‐Blackness, have exacerbated the longstanding challenges Women of Color (WOC) faculty experience, particularly around negotiating labor and navigating the academy. Through Anzaldúa's borderlands framework, and an interwoven methodology of testimonios and pláticas, this paper's findings illuminate how the fixed, shifting, and mes…
It reeks of first-wave whiteness”: A reimagined critical whiteness studies and feminist of color teacher education
In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies—namely white middle-class women—while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of t…
Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”
Latinx and Asian Engagement/Complicity in Anti-Blackness
We live in a world that desperately wishes to ignore centuries of racial divisions and hierarchies by positioning multiracial people as a declaration of a post-racial society. The latest U.S. 2020 Census results show that the U.S. population has grown in racial and ethnic diversity in the last ten years, with the white population decreasing. Our U.S. systems of policies, economy, and well-being are based upon “scientific” constructions of racial …
“Sitting With…“ Narratives of Teaching About Antiblackness in Teacher Education
We are a collaborative teaching team at a mid-sized, predominately white institution (PWI), who sought to explore teaching about antiblackness in teacher education. Using an antiblackness theoretical framework we asked: (1) What are our individual and collective curricular responsibilities as marginalized faculty and instructors within this present moment? (2) How have we adapted and adjusted to meet our senses of responsibility, specifically in …
Critical community building in action: A triad of faculty, graduate and undergraduate students working for racial justice
This article considers what critical community building might look like among colleagues at a university representing one faculty member, one doctoral candidate, and one undergraduate student. Using critical autoethnography-self-study, we analyze our journal reflections, presentations, teaching, and dialogues to better understand our approaches with teaching Critical Race Theory. This research asks: How do colleagues across power dynamics and pos…
Global Racialization, Class, and the Politics of Nation: Education as a Site of Racial Formation and Resistance in the United States, South Korea, and Iran
This study examines the applicability of Critical Race Theory (CRT) beyond its U.S. American origins by analyzing the intersections of state, nation, race, and education in two distinct sociopolitical contexts: South Korea, and Iran. This manuscript explores how education functions as a genealogical site of power mediating relations among the state, nation, race/ethnicity, and social class in the construction and contestation of national identity…
Teacher perceptions of critical race theory and multicultural education in “dangerous times”
Purpose This paper aims to examine teachers’ perspectives on their understandings of multicultural education (MCE) and critical race theory (CRT) in today’s classrooms, exploring the challenges and opportunities they face in fostering an inclusive educational environment. This study highlights the political and systemic barriers, hindering these practices and the resilience of educators committed to advancing equity. Design/methodology/approach T…
(Be)coming Socially Just Teacher Educators: The Role of Critical Collaborative Teacher Education
The making of the Stepford teacher: A feminist horror story of teacher preparation
Sociology (19 works) · Pedagogy (17 works) · Political science (14 works) · Psychology (13 works) · Critical Race Theory in Education (12 works) · Teacher Education and Leadership Studies (12 works) · Gender Studies (9 works) · Gender Studies (8 works) · Global Education and Multiculturalism (7 works) · Law (7 works)