Joy Howard
Biographic Data
| ID | 4469006 |
|---|---|
| NAME | Joy Howard |
| GIVEN NAMES | Joy |
| FAMILY NAME | Howard |
| SIGNATURE | HOWARD J |
| AFFILIATIONS | University of Southern Indiana |
| ORCID | 0000-0003-1850-1455 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Saying No to Becoming a “Yes Man
Mixed nation!” introducing a conceptual framework for the (im)possibilities of racialized belonging among Black mixed-race youth
The authors draw from multiple research projects and their own lived experiences as motherscholars raising Black mixed-race children to inform the development of a conceptual framework to analyze the politics of belonging specific to Black mixed-race youth. Authors draw from John Crowley's definition of the politics of belonging as "the dirty work of boundary maintenance" (1999, p. 30; Yuval-Davis, 2006) to conceptualize the boundaries in questio…
Motherscholaring
Motherscholaring is an essential mode of intellectual and spiritual travel, a type of soulwork, epistemologically rooted in love, occuring at the intersections of personal and professional theories, research, and practices that move toward justice. In this conceptual paper, we creatively and collectively explore meanings of motherscholaring found through poetic inquiry. The aim of this paper is twofold: (a) to add to emergent literature on the co…
Just Playin’
In this article, the author explores the question: in what ways do multiracial boys and their mothers explain play and violence in their everyday experiences at school, home, and in their neighborhoods? The author borrows concepts from BlackCrit, Black PlayCrit, and Critical Mixed Race Studies to analyse interview data with Black mixed-race boys (ages 11, 14 and 15) and their mothers. The purpose of this article is to center the voices and experi…
Stitching Stories
In this article, I explore this question: How can teachers, especially new teachers, create school spaces that present humanizing images and stories of people who were enslaved, particularly people of African descent in the United States? To explore this question, drawing from an ethnographic study of teachers at an elementary school in the U.S. South, I focus on two teachers, a new teacher and an experienced teacher. The concept of re-membering—…
It’s about hearing and understanding their stories”
In this article the co-authors draw from three separate ethnographic studies in the U.S. South to expand the literature about how teachers understand and apply multiculturalism specifically when working with newcomer undocumented immigrant youth. The co-authors identify an implementation gap between what is known about critical multicultural education and how it is put into practice by educators, specifically in regions that can be characterized …
That’s Not Something We Have to Discuss
The White Kid Can Do Whatever He Wants
Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995 Harris, C. I. (1995). Whiteness as property. In K. Crenshaw, N. Gotanda, G. Peller, & K. Thomas (Eds.), Critical race theory: The key writings that formed the movement (pp. 276–291). New York, NY: New…
Urban special edition
Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value of ‘expert’ knowledge in framing policy and practice, resulting in limited opportunities for the impact of local community knowledge and experience on teaching and learning. While the neoliberal context narrows what counts as learning, participatory action research (PAR), youth-led participatory ac…
A farewell to the groves of academe
It’s about hearing and understanding their stories”
In this article the co-authors draw from three separate ethnographic studies in the U.S. South to expand the literature about how teachers understand and apply multiculturalism specifically when working with newcomer undocumented immigrant youth. The co-authors identify an implementation gap between what is known about critical multicultural education and how it is put into practice by educators, specifically in regions that can be characterized …
Just Playin’
In this article, the author explores the question: in what ways do multiracial boys and their mothers explain play and violence in their everyday experiences at school, home, and in their neighborhoods? The author borrows concepts from BlackCrit, Black PlayCrit, and Critical Mixed Race Studies to analyse interview data with Black mixed-race boys (ages 11, 14 and 15) and their mothers. The purpose of this article is to center the voices and experi…
Motherscholaring
Motherscholaring is an essential mode of intellectual and spiritual travel, a type of soulwork, epistemologically rooted in love, occuring at the intersections of personal and professional theories, research, and practices that move toward justice. In this conceptual paper, we creatively and collectively explore meanings of motherscholaring found through poetic inquiry. The aim of this paper is twofold: (a) to add to emergent literature on the co…
The White Kid Can Do Whatever He Wants
Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995 Harris, C. I. (1995). Whiteness as property. In K. Crenshaw, N. Gotanda, G. Peller, & K. Thomas (Eds.), Critical race theory: The key writings that formed the movement (pp. 276–291). New York, NY: New…
That’s Not Something We Have to Discuss
A farewell to the groves of academe
Urban special edition
Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value of ‘expert’ knowledge in framing policy and practice, resulting in limited opportunities for the impact of local community knowledge and experience on teaching and learning. While the neoliberal context narrows what counts as learning, participatory action research (PAR), youth-led participatory ac…
Stitching Stories
In this article, I explore this question: How can teachers, especially new teachers, create school spaces that present humanizing images and stories of people who were enslaved, particularly people of African descent in the United States? To explore this question, drawing from an ethnographic study of teachers at an elementary school in the U.S. South, I focus on two teachers, a new teacher and an experienced teacher. The concept of re-membering—…
It’s about hearing and understanding their stories”
In this article the co-authors draw from three separate ethnographic studies in the U.S. South to expand the literature about how teachers understand and apply multiculturalism specifically when working with newcomer undocumented immigrant youth. The co-authors identify an implementation gap between what is known about critical multicultural education and how it is put into practice by educators, specifically in regions that can be characterized …
That’s Not Something We Have to Discuss
The White Kid Can Do Whatever He Wants
Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995 Harris, C. I. (1995). Whiteness as property. In K. Crenshaw, N. Gotanda, G. Peller, & K. Thomas (Eds.), Critical race theory: The key writings that formed the movement (pp. 276–291). New York, NY: New…
Just Playin’
In this article, the author explores the question: in what ways do multiracial boys and their mothers explain play and violence in their everyday experiences at school, home, and in their neighborhoods? The author borrows concepts from BlackCrit, Black PlayCrit, and Critical Mixed Race Studies to analyse interview data with Black mixed-race boys (ages 11, 14 and 15) and their mothers. The purpose of this article is to center the voices and experi…
Motherscholaring
Motherscholaring is an essential mode of intellectual and spiritual travel, a type of soulwork, epistemologically rooted in love, occuring at the intersections of personal and professional theories, research, and practices that move toward justice. In this conceptual paper, we creatively and collectively explore meanings of motherscholaring found through poetic inquiry. The aim of this paper is twofold: (a) to add to emergent literature on the co…
Mixed nation!” introducing a conceptual framework for the (im)possibilities of racialized belonging among Black mixed-race youth
The authors draw from multiple research projects and their own lived experiences as motherscholars raising Black mixed-race children to inform the development of a conceptual framework to analyze the politics of belonging specific to Black mixed-race youth. Authors draw from John Crowley's definition of the politics of belonging as "the dirty work of boundary maintenance" (1999, p. 30; Yuval-Davis, 2006) to conceptualize the boundaries in questio…
Saying No to Becoming a “Yes Man
Sociology (10 works) · Critical Race Theory in Education (6 works) · Pedagogy (6 works) · Gender Studies (5 works) · Gender Studies (5 works) · Political science (5 works) · Psychology (5 works) · Law (4 works) · Law (4 works) · Racism (4 works)