Brittany L Jones
Biographic Data
| ID | 4469124 |
|---|---|
| NAME | Brittany L Jones |
| GIVEN NAMES | Brittany L |
| FAMILY NAME | Jones |
| SIGNATURE | JONES B L |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0002-2715-593X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘Who you callin’ a beast?’: An analysis of antiblack, dehumanizing discourse in sport culture and education
We use critical discourse analysis to examine how Black American athletes are discussed and portrayed in nine media sources, and the connections and implications of those portrayals on Black youth in education and sports. Through the lenses of BlackCrit and the Racial Contract, we discuss the history of dehumanization of Black people and the shift to sports, finding that Blackness is often oversimplified and deemed unnatural or deviant in sports …
Expected and Surprising: Black Youth's Emotional Ambivalence and the Limits of Selective Emotional Reasoning in Research into Difficult Histories
In this research article, Brittany L. Jones examines Black high school youth9s emotional and affective experiences as they engage with histories of Black suffering. Drawing on Saleh-Hanna9s (2015) Black Feminist Hauntology framework, Jones analyzes students9 photo-elicitation responses to images of Black suffering alongside semistructured interviews using interpretative phenomenological analysis. Her findings reveal that students9 encounters with…
Creating pedagogical possibilities through media representations of “the talk” in civics classrooms
Millions of people learn lessons about citizenship and belonging from the media they consume each day. In this study, we examined the knowledges about citizenship that are conveyed through media representations of “the talk,”—the conversations Black families have with their children about navigating interactions with police in an antiBlack society. Our findings revealed that “the talk,” as an informal curriculum, can educate people on why antiBla…
They fear us knowing too much”: A composite counterstory on black caregivers’ feelings toward teaching race and black history
I Don’t Want Her to Think She is the Problem: ” Amplifying Black Caregivers’ Feelings and Perspectives About Anti-CRT Legislation
What is the word “difficult” doing in social studies research: A systematic literature review of empirical research on difficult knowledges and histories, 2004–2022
Enacting Antiracist Pedagogy: An Analysis of LeBron James and Doc Rivers’ Antiracist Discourse
In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind—to bring attention, awareness, and hopeful…
Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework
Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia’s U.…
Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework
Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia’s U.…
What is the word “difficult” doing in social studies research: A systematic literature review of empirical research on difficult knowledges and histories, 2004–2022
Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework
Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia’s U.…
Enacting Antiracist Pedagogy: An Analysis of LeBron James and Doc Rivers’ Antiracist Discourse
In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind—to bring attention, awareness, and hopeful…
I Don’t Want Her to Think She is the Problem: ” Amplifying Black Caregivers’ Feelings and Perspectives About Anti-CRT Legislation
What is the word “difficult” doing in social studies research: A systematic literature review of empirical research on difficult knowledges and histories, 2004–2022
Creating pedagogical possibilities through media representations of “the talk” in civics classrooms
Millions of people learn lessons about citizenship and belonging from the media they consume each day. In this study, we examined the knowledges about citizenship that are conveyed through media representations of “the talk,”—the conversations Black families have with their children about navigating interactions with police in an antiBlack society. Our findings revealed that “the talk,” as an informal curriculum, can educate people on why antiBla…
They fear us knowing too much”: A composite counterstory on black caregivers’ feelings toward teaching race and black history
‘Who you callin’ a beast?’: An analysis of antiblack, dehumanizing discourse in sport culture and education
We use critical discourse analysis to examine how Black American athletes are discussed and portrayed in nine media sources, and the connections and implications of those portrayals on Black youth in education and sports. Through the lenses of BlackCrit and the Racial Contract, we discuss the history of dehumanization of Black people and the shift to sports, finding that Blackness is often oversimplified and deemed unnatural or deviant in sports …
Expected and Surprising: Black Youth's Emotional Ambivalence and the Limits of Selective Emotional Reasoning in Research into Difficult Histories
In this research article, Brittany L. Jones examines Black high school youth9s emotional and affective experiences as they engage with histories of Black suffering. Drawing on Saleh-Hanna9s (2015) Black Feminist Hauntology framework, Jones analyzes students9 photo-elicitation responses to images of Black suffering alongside semistructured interviews using interpretative phenomenological analysis. Her findings reveal that students9 encounters with…
Sociology (6 works) · Psychology (5 works) · Critical Race Theory in Education (4 works) · Political science (4 works) · Educator Training and Historical Pedagogy (3 works) · Feeling (3 works) · Gender Studies (3 works) · Law (3 works) · Social Psychology (3 works) · Social Psychology (3 works)