J J Scheurich
Datos Biográficos
| ID | 5630 |
|---|---|
| NOMBRE | J J Scheurich |
| NOMBRES | J J |
| APELLIDO | Scheurich |
| FIRMA | SCHEURICH J J |
| AFILIACIONES | The University of Texas at Austin |
| ORCID | 0000-0002-6450-1782 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 432 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1978 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
An Anti-Racist Critique Related to the Ontology and Epistemology of Qualitative Research
Maintaining the value of qualitative research requires constant self-critique. Thus, qualitative researchers must always be attentive to critiques of the current conceptions and practices of qualitative research. One problem, I suggest, is our lack of attention to ontology. A second problem I raise is an epistemological/methodological issue. Therefore, I problematize three aspects of qualitative research, that is, the standard qualitative researc…
An Indiana people’s racial justice victory story
An Intersectionality-Based Research Framework and Methodology That Emphasizes Systemic Inequities in Public Schooling, Including Racism, Sexism, and Classism
While there is broad support among education scholars for the assertion that inequities of race, gender, and class within education are systemic and intersectional, many education researchers continue to publish research, especially in highly influential journals, like those of the American Educational Research Association (AERA), that either ignore systemic intersectional inequities or treat the inequities as mere variables. In contrast, we prov…
The White Supremacist Core Ontological Architecture of Western Modernity
This chapter provides an introduction to white supremacy as integral, central, and necessary to the ontological architecture of Western civilization since the rise of modernity in the 1500s and 1600s in Europe. The chapter begins with a rationale for why the excavation of this ontological architecture is a needed addition to the current literature on whiteness, white racism, and white supremacy. In the second section, I explain what I mean by ont…
A Critique of Hallinger's “Empirical Reflection”
Hallinger in his “Critical Reflections,” which is research on the most influential content within EAQ, 1965–2020 (55 years), fails to attend to the racism and sexism embedded within his research choices. Because he fails to critically examine or problematize his research choices, he privileges the White males and their biases who dominated EAQ, UCEA, and AERA Division A for nearly two-thirds of his time period. In response, I point out the specif…
Coalition-Based Grassroots Activist Research by Doctoral Students in Resistance to Neoliberalism, Using Social Media for Local Dissemination
This activist research story describes the use of research by an urban multi-racial, multi-SES, citywide grassroots coalition in Indianapolis. This coalition was formed when a small group of local education activists, Black ministers, and community folks met in 2015 to resist the neoliberal takeover of the Indianapolis Public Schools (IPS), a coalition which came to be named the IPS Community Coalition. For this activist story, we present a brief…
An initial exploration of a community-based framework for educational equity with explicated exemplars
Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward histor…
Scholars respond to the Trump regime
Trump is the mask torn off of who we white people are and have been
Currently, most white people seem to think that Trump and his values are some cruel, insane, accidental distortion of US society. In counterpoint to this view, I argue that he is not. Instead, Trump is mainly the ‘liberal’ or ‘conservative’ mask torn off of who we white people have been and what we have allowed in our name. This country was built on a foundation of the genocide of about 80% of the Indigenous People and the theft of their land. We…
Case Study o f Three Rural Texas Superintendents as Equity Oriented Change Agents
For this qualitative case study (Patton, 2003 ), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on inter actions with three rural superintendents working in high - needs, public PK - 12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity …
The Most Important Research on Urban School Reform in the Past Decade
For scholars and policy makers focused on reforming urban schools, Organizing Schools for Improvement: Lessons From Chicago may represent the most important research over the past decade of debate. This book by Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, and John Q. Easton is especially noteworthy because it is urban students whom we educators have most frequently failed in the past. Our failure is even more import…
Zen Poesy
1 + 1 + 1 = 3. Middle English, from three, adjective, from Old English thrīe (masculine), thrēo (feminine & neuter); akin to Old High German drī three, Latin tres, Greek treis (from Merriam-Webster Dictionary Online, retrieved January 28, 2010). Zen is a school of Mah āy āna Buddhism, translated from the Chinese word Chán to Japanese. This word is in turn derived from the Sanskrit dhyāna, which means "meditation." Zen emphasizes experiential praj…
Foucauldian Archeological Analyses
To begin to understand Foucault's archeology, it is first crucial to know that Foucault was not referring to archeology as an academic discipline or to any popular picture of an archeologist. Indeed, thinking of Foucault's archeology as having anything to do with digging in the earth for ancient artifacts is not useful at all. As Foucault (1972) says, The Archaeology of Knowledge “does not relate to geological excavation.” For the most part, thes…
Qualitative studies in education at the beginning of the twenty‐first century
Qualitative studies in education at the beginning of the twenty‐first century." International Journal of Qualitative Studies in Education, 19(4), p. 401
Equity Traps
The concept of equity traps evolved from a qualitative study that revealed the conscious and unconscious thinking patterns and behaviors that trap teachers, administrators, and others, preventing them from creating schools that are equitable, particularly for students of color. Although the results of this original study exposed these equity traps, merely exposing the traps is not sufficient. Hence, the purpose of this article is to offer a usefu…
Anti-Racist Scholarship
Who Are We
Who Are We
Displacing Deficit Thinking in School District Leadership
https://scholarlycommons.pacific.edu/ed-facbooks/1042/thumbnail.jpg
A RoUGH, ramBling, strAnGe, muDDy, CONfusing, elLIPtical Kut
The idea that anyone can speak or write plain talk is poked, pondered, pushed, prodded, satirized, and problematized. Furthermore, the article argues that calls for plain talk are elitist, but not in an individual, conscious-choice sense. Instead, the article contends that such calls are social circulations that spiral through elite discourse networks that then get (unconsciously) spoken through the voices of those who inhabit these elite network…
Coloring Epistemologies
espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of rac…
The masks of validity
Postpositivists, such as Mishler (1990) and Lincoln and Guba (1985), have commonly claimed that there are substantial methodological and epistemological differences between their framework and that of the conventional or positivistic approach. On the face of it, this claim is indisputable. For example, Lincoln and Guba in Naturalistic Inquiry (1985) lay out five key differences in terms of ontology, epistemology, generalizability, causality, and …
A postmodernist critique of research interviewing
Since the emergence of qualitative research in education, research interviewing has been naively accepted as a reasonably straightforward method for gathering information. Even Lincoln and Guba's ground‐breaking postpositivist work, Naturalistic Inquiry (1985), largely treated interviewing in this manner. More recently, other postpositivists, such as Mishler (1986), have criticized the traditional approach to interviewing and suggested new ways t…
Is systemic reform the answer for schools and science education? Cautions from the field
Policy archaeology
Policy archaeology is a radically different approach to policy studies in education, drawn from the post‐structuralist work of Foucault, which completely reconceptualizes policy studies and, thus, significantly expands it as a critical problematic. Rather than beginning after social and education problems have emerged into social visibility, policy archaeology studies the social construction of these problems. Rather than acquiescing to the range…
Coloring Epistemologies
espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of rac…
Toward a White Discourse on White Racism
Few would disagree that racism continues to be a serious social problem. More problematic for many White academics is the judgment that the academy itself is racist. In this essay I argue that the judgment that the academy is racist is frequently misunderstood by us White academicians because our socially learned investment in individualism eclipses our awareness of our racial positionality. I conclude with suggestions on how we White academician…
A postmodernist critique of research interviewing
Since the emergence of qualitative research in education, research interviewing has been naively accepted as a reasonably straightforward method for gathering information. Even Lincoln and Guba's ground‐breaking postpositivist work, Naturalistic Inquiry (1985), largely treated interviewing in this manner. More recently, other postpositivists, such as Mishler (1986), have criticized the traditional approach to interviewing and suggested new ways t…
Displacing Deficit Thinking in School District Leadership
https://scholarlycommons.pacific.edu/ed-facbooks/1042/thumbnail.jpg
Policy archaeology
Policy archaeology is a radically different approach to policy studies in education, drawn from the post‐structuralist work of Foucault, which completely reconceptualizes policy studies and, thus, significantly expands it as a critical problematic. Rather than beginning after social and education problems have emerged into social visibility, policy archaeology studies the social construction of these problems. Rather than acquiescing to the range…
The masks of validity
Postpositivists, such as Mishler (1990) and Lincoln and Guba (1985), have commonly claimed that there are substantial methodological and epistemological differences between their framework and that of the conventional or positivistic approach. On the face of it, this claim is indisputable. For example, Lincoln and Guba in Naturalistic Inquiry (1985) lay out five key differences in terms of ontology, epistemology, generalizability, causality, and …
A RoUGH, ramBling, strAnGe, muDDy, CONfusing, elLIPtical Kut
The idea that anyone can speak or write plain talk is poked, pondered, pushed, prodded, satirized, and problematized. Furthermore, the article argues that calls for plain talk are elitist, but not in an individual, conscious-choice sense. Instead, the article contends that such calls are social circulations that spiral through elite discourse networks that then get (unconsciously) spoken through the voices of those who inhabit these elite network…
An initial exploration of a community-based framework for educational equity with explicated exemplars
Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward histor…
Qualitative studies in education at the beginning of the twenty‐first century
Qualitative studies in education at the beginning of the twenty‐first century." International Journal of Qualitative Studies in Education, 19(4), p. 401
An Intersectionality-Based Research Framework and Methodology That Emphasizes Systemic Inequities in Public Schooling, Including Racism, Sexism, and Classism
While there is broad support among education scholars for the assertion that inequities of race, gender, and class within education are systemic and intersectional, many education researchers continue to publish research, especially in highly influential journals, like those of the American Educational Research Association (AERA), that either ignore systemic intersectional inequities or treat the inequities as mere variables. In contrast, we prov…
Scholars respond to the Trump regime
Who Are We
A Difficult, Confusing, Painful Problem That Requires Many Voices, Many Perspectives
inate White supremacy. Our own role as Whites is rather different from that of people of color, because of the power that accompanies our color. A helpful analogy of White women is to consider how men should be involved in eliminating sexism. Eliminating sexism requires changing male behavior; men cannot simply opt out and leave sexism to women to address. Changes in male behavior would include learning to be quiet and not dominate conversations;…
Social dysfunctionality and community drug use
Stepwise multiple regression was used to determine extent of association between drug use and 8 social dysfunctionality indices for a heterogeneous population of 488 drug users. Data presented indicate a moderate relationship between drug use and social dysfunctionality indices, the strongest association being with an “arrest” variable. An innovative approach to the gathering of drug use information, based on the ethnographic refinements of anthr…
Toward a White Discourse on White Racism
Few would disagree that racism continues to be a serious social problem. More problematic for many White academics is the judgment that the academy itself is racist. In this essay I argue that the judgment that the academy is racist is frequently misunderstood by us White academicians because our socially learned investment in individualism eclipses our awareness of our racial positionality. I conclude with suggestions on how we White academician…
A Difficult, Confusing, Painful Problem That Requires Many Voices, Many Perspectives
inate White supremacy. Our own role as Whites is rather different from that of people of color, because of the power that accompanies our color. A helpful analogy of White women is to consider how men should be involved in eliminating sexism. Eliminating sexism requires changing male behavior; men cannot simply opt out and leave sexism to women to address. Changes in male behavior would include learning to be quiet and not dominate conversations;…
Policy archaeology
Policy archaeology is a radically different approach to policy studies in education, drawn from the post‐structuralist work of Foucault, which completely reconceptualizes policy studies and, thus, significantly expands it as a critical problematic. Rather than beginning after social and education problems have emerged into social visibility, policy archaeology studies the social construction of these problems. Rather than acquiescing to the range…
Guest editor's introduction
A postmodernist critique of research interviewing
Since the emergence of qualitative research in education, research interviewing has been naively accepted as a reasonably straightforward method for gathering information. Even Lincoln and Guba's ground‐breaking postpositivist work, Naturalistic Inquiry (1985), largely treated interviewing in this manner. More recently, other postpositivists, such as Mishler (1986), have criticized the traditional approach to interviewing and suggested new ways t…
Is systemic reform the answer for schools and science education? Cautions from the field
The masks of validity
Postpositivists, such as Mishler (1990) and Lincoln and Guba (1985), have commonly claimed that there are substantial methodological and epistemological differences between their framework and that of the conventional or positivistic approach. On the face of it, this claim is indisputable. For example, Lincoln and Guba in Naturalistic Inquiry (1985) lay out five key differences in terms of ontology, epistemology, generalizability, causality, and …
Coloring Epistemologies
espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of rac…
A RoUGH, ramBling, strAnGe, muDDy, CONfusing, elLIPtical Kut
The idea that anyone can speak or write plain talk is poked, pondered, pushed, prodded, satirized, and problematized. Furthermore, the article argues that calls for plain talk are elitist, but not in an individual, conscious-choice sense. Instead, the article contends that such calls are social circulations that spiral through elite discourse networks that then get (unconsciously) spoken through the voices of those who inhabit these elite network…
Displacing Deficit Thinking in School District Leadership
https://scholarlycommons.pacific.edu/ed-facbooks/1042/thumbnail.jpg
Anti-Racist Scholarship
Who Are We
Who Are We
Equity Traps
The concept of equity traps evolved from a qualitative study that revealed the conscious and unconscious thinking patterns and behaviors that trap teachers, administrators, and others, preventing them from creating schools that are equitable, particularly for students of color. Although the results of this original study exposed these equity traps, merely exposing the traps is not sufficient. Hence, the purpose of this article is to offer a usefu…
Qualitative studies in education at the beginning of the twenty‐first century
Qualitative studies in education at the beginning of the twenty‐first century." International Journal of Qualitative Studies in Education, 19(4), p. 401
Foucauldian Archeological Analyses
To begin to understand Foucault's archeology, it is first crucial to know that Foucault was not referring to archeology as an academic discipline or to any popular picture of an archeologist. Indeed, thinking of Foucault's archeology as having anything to do with digging in the earth for ancient artifacts is not useful at all. As Foucault (1972) says, The Archaeology of Knowledge “does not relate to geological excavation.” For the most part, thes…
The Most Important Research on Urban School Reform in the Past Decade
For scholars and policy makers focused on reforming urban schools, Organizing Schools for Improvement: Lessons From Chicago may represent the most important research over the past decade of debate. This book by Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, and John Q. Easton is especially noteworthy because it is urban students whom we educators have most frequently failed in the past. Our failure is even more import…
Zen Poesy
1 + 1 + 1 = 3. Middle English, from three, adjective, from Old English thrīe (masculine), thrēo (feminine & neuter); akin to Old High German drī three, Latin tres, Greek treis (from Merriam-Webster Dictionary Online, retrieved January 28, 2010). Zen is a school of Mah āy āna Buddhism, translated from the Chinese word Chán to Japanese. This word is in turn derived from the Sanskrit dhyāna, which means "meditation." Zen emphasizes experiential praj…
Case Study o f Three Rural Texas Superintendents as Equity Oriented Change Agents
For this qualitative case study (Patton, 2003 ), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on inter actions with three rural superintendents working in high - needs, public PK - 12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity …
An initial exploration of a community-based framework for educational equity with explicated exemplars
Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward histor…
Scholars respond to the Trump regime
Trump is the mask torn off of who we white people are and have been
Currently, most white people seem to think that Trump and his values are some cruel, insane, accidental distortion of US society. In counterpoint to this view, I argue that he is not. Instead, Trump is mainly the ‘liberal’ or ‘conservative’ mask torn off of who we white people have been and what we have allowed in our name. This country was built on a foundation of the genocide of about 80% of the Indigenous People and the theft of their land. We…
Coalition-Based Grassroots Activist Research by Doctoral Students in Resistance to Neoliberalism, Using Social Media for Local Dissemination
This activist research story describes the use of research by an urban multi-racial, multi-SES, citywide grassroots coalition in Indianapolis. This coalition was formed when a small group of local education activists, Black ministers, and community folks met in 2015 to resist the neoliberal takeover of the Indianapolis Public Schools (IPS), a coalition which came to be named the IPS Community Coalition. For this activist story, we present a brief…
The White Supremacist Core Ontological Architecture of Western Modernity
This chapter provides an introduction to white supremacy as integral, central, and necessary to the ontological architecture of Western civilization since the rise of modernity in the 1500s and 1600s in Europe. The chapter begins with a rationale for why the excavation of this ontological architecture is a needed addition to the current literature on whiteness, white racism, and white supremacy. In the second section, I explain what I mean by ont…
Sociology (27 obras) · Political science (16 obras) · Psychology (12 obras) · Epistemology (9 obras) · Law (9 obras) · Philosophy (9 obras) · Critical Race Theory in Education (8 obras) · Gender Studies (8 obras) · Gender Studies (8 obras) · Social science (8 obras)