Karen Ramlackhan
Biographic Data
| ID | 6007522 |
|---|---|
| NAME | Karen Ramlackhan |
| GIVEN NAMES | Karen |
| FAMILY NAME | Ramlackhan |
| SIGNATURE | RAMLACKHAN K |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0002-1699-2652 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Breaking canons
Educational leadership has increasingly been approached as a complex and situated phenomenon, where gender and narrative perspectives provide critical insights into identity construction. This article examines the gendered construction of leadership identity through the biographical narrative of Carla, principal of a Technical and Vocational Education and Training (TVET) institution in northern Chile. Drawing on a qualitative case study with a na…
Urban School District Performance
We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students’ mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth…
Re(framing) identity
Interest in teacher educator research continues to grow with a focus on the influence of identity development on educator practices in teacher education programs. Scant in the research, however, is an awareness about how life experiences with marginalization contribute toward the development of teacher educators’ identities, particularly those focused on social justice, inclusion and individual dignity. In this study, collaborative autoethnograph…
Exploring experiences of ableism in academia
To understand the experiences of the disabled in academia, a fully accessible and inclusive workshop conference was held in March 2018. Grounded in critical disability studies within a constructivist inquiry analytical approach, this article provides a contextualisation of ableism in academia garnered through creative data generation. The nuanced experiences of disabled academics in higher education as well as their collective understandings of t…
Fostering creativity, equity, and inclusion through social justice praxis
The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities throug…
Urban School District Performance
We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students’ mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth…
Fostering creativity, equity, and inclusion through social justice praxis
The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities throug…
Re(framing) identity
Interest in teacher educator research continues to grow with a focus on the influence of identity development on educator practices in teacher education programs. Scant in the research, however, is an awareness about how life experiences with marginalization contribute toward the development of teacher educators’ identities, particularly those focused on social justice, inclusion and individual dignity. In this study, collaborative autoethnograph…
Exploring experiences of ableism in academia
To understand the experiences of the disabled in academia, a fully accessible and inclusive workshop conference was held in March 2018. Grounded in critical disability studies within a constructivist inquiry analytical approach, this article provides a contextualisation of ableism in academia garnered through creative data generation. The nuanced experiences of disabled academics in higher education as well as their collective understandings of t…
Fostering creativity, equity, and inclusion through social justice praxis
The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities throug…
Urban School District Performance
We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students’ mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth…
Breaking canons
Educational leadership has increasingly been approached as a complex and situated phenomenon, where gender and narrative perspectives provide critical insights into identity construction. This article examines the gendered construction of leadership identity through the biographical narrative of Carla, principal of a Technical and Vocational Education and Training (TVET) institution in northern Chile. Drawing on a qualitative case study with a na…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Gender Studies (3 works) · Political science (3 works) · Critical Race Theory in Education (2 works) · Law (2 works) · Narrative (2 works) · Professional development (2 works) · Qualitative research (2 works)