Patrick Roz Camangian
Biographic Data
| ID | 795322 |
|---|---|
| NAME | Patrick Roz Camangian |
| GIVEN NAMES | Patrick Roz |
| FAMILY NAME | Camangian |
| SIGNATURE | CAMANGIAN P R |
| AFFILIATIONS | University of San Francisco |
| ORCID | 0000-0002-7404-2276 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Bang on the System: People’s Praxis and Pedagogy as Humanizing Violence
Bang on the System pairs critical race theory (CRT) with the litany of radical democratic analysis guiding the social practices of various revolutionary movements, proposing a new pedagogical framework that deploys a mutually informed critical race praxis as the basis to engage historically dispossessed youth in their own learning. This lens is utilized to examine an interpretive case study from a corpus of existing qualitative data collected thr…
Loving (Lumpen) Masculinities: Teaching to Transform Heteropatriarchy, Toxic Masculinity, and Urban Misogyny
An analysis of praxis can inform how teachers treat lumpen masculinities performed by young Black men, who are some of the most socially defiant and alienated from US schooling and upward mobility, specifically, and other cisgender boys of color, generally. To make sense of heteropatriarchy, toxic masculinity, and urban misogyny in the classroom, I drew on Black revolutionary and gender theory, as well as critical educational research. This criti…
Let’s Break Free: Education in Our Own Image, Voice, and Interests
The colonial miseducation oppressed people have historically gotten in the United States keeps dispossessed people alienated from resources, belief systems, and ways of being that are inherently theirs. Pro-people, anti-colonial, and abolitionist social movements provide important insights for educational researchers and teacher educators to consider in their scholarship and preparation of classroom practitioners. This article, thus, advocates fo…
Social and emotional learning is hegemonic miseducation: Students deserve humanization instead
The ahistorical objectives of social and emotional learning fall short of repairing the cultural contempt of hegemonic miseducation and does not address the primary social forces negatively impacting the health and wellness of communities of color – their colonial relationship with inequitable social systems. In this article, we posit humanization in place of social and emotional learning because SEL’s inadequate analysis of intersecting oppressi…
Upsetting the (Schooling) set up: Autoethnography as critical race methodology
This manuscript utilizes autoethnography as a critical race methodology. Specifically, the authors use generative autoethnography – a collective spin-story – to illustrate how their past personal experiences are present in their current educational lives. This generative autoethnography fulfills CRT’s tenets of: intercentricity of race and racism; challenging dominant Ideology; the commitment to social justice; the centrality of experiential know…
Upending Colonial Practices: Toward Repairing Harm in English Education
This article briefly reviews the colonial roots of English education in the United States and outlines current practices that perpetuate harm in the lives of students of color in K-12 schools. Through an examination of theoretical scholarship and empirical research related to repairing the harm invoked by colonizing English education practices, the authors collectively build on Winn's (2013) call for researchers to imagine and engage in practices…
Teach Like Lives Depend on It: Agitate, Arouse, and Inspire
This article analyzes teaching that begins with the realities, ideologies, and articulations of dispossessed youth of color to shift perceptions of cultural deficits into potential academic strengths that are also critical. Drawing on culturally relevant, critical pedagogical, and critical literacy theories to understand the educational needs of historically dispossessed cultural groups in the United States and propose a humanizing pedagogy, this…
Reading in their Own Interests: Teaching Five Levels of Analysis
This article examines the usefulness of engaging culturally relevant texts with five levels of analysis to foster critical thinking and academic writing. Teachers who are not critical of seemingly a theoretical, ahistorical reading methods often overlook the ways that cultural biases in instructional methods ignore the cultural and critical needs of urban students of color (Bartolome, 1994; Morrell, 2008). Using five levels of analysis (explicit,…
Making People Our Policy: Grounding Literacy in Lives
In previous columns in this department, scholars have taken to task the decontextualized and dehumanizing policies of recent and current federal education policies in the United States. While deconstruction of these policies is crucial, these moves must be followed by reconstruction. In this edition of the Adolescent Literacy Policy column, Patrick Camangian discusses what it means to make literacy policy on the ground, to educate students to max…
Subverting the Master('s) Syllabus
Teachers who use "transformative teaching" in urban schools understand that...a generation of dispossessed youth in "urban" communities [are scathingly critical of U.S. miseducation], and that they must create curricula that are responsive to the articulated needs of young folk struggling to navigate the oppressive conditions of their everyday life. Education policies like "No Child Left Behind" and "Race to the Top" assume that what is being off…
Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies
This article illustrates the application of critical literacy (Freire & Macedo, 1987; Gutierrez, 2008; Morrell, 2007) pedagogies that draw from young people’s funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to actively nurture personally, authentically, and culturally caring relationships (Howard, 2002; Noddings, 1992; Valenzuela, 1999) that reflect a concern for students’ lives. Specifically, it discusses the impact of students perform…
Social and emotional learning is hegemonic miseducation: Students deserve humanization instead
The ahistorical objectives of social and emotional learning fall short of repairing the cultural contempt of hegemonic miseducation and does not address the primary social forces negatively impacting the health and wellness of communities of color – their colonial relationship with inequitable social systems. In this article, we posit humanization in place of social and emotional learning because SEL’s inadequate analysis of intersecting oppressi…
Teach Like Lives Depend on It: Agitate, Arouse, and Inspire
This article analyzes teaching that begins with the realities, ideologies, and articulations of dispossessed youth of color to shift perceptions of cultural deficits into potential academic strengths that are also critical. Drawing on culturally relevant, critical pedagogical, and critical literacy theories to understand the educational needs of historically dispossessed cultural groups in the United States and propose a humanizing pedagogy, this…
Upending Colonial Practices: Toward Repairing Harm in English Education
This article briefly reviews the colonial roots of English education in the United States and outlines current practices that perpetuate harm in the lives of students of color in K-12 schools. Through an examination of theoretical scholarship and empirical research related to repairing the harm invoked by colonizing English education practices, the authors collectively build on Winn's (2013) call for researchers to imagine and engage in practices…
Upsetting the (Schooling) set up: Autoethnography as critical race methodology
This manuscript utilizes autoethnography as a critical race methodology. Specifically, the authors use generative autoethnography – a collective spin-story – to illustrate how their past personal experiences are present in their current educational lives. This generative autoethnography fulfills CRT’s tenets of: intercentricity of race and racism; challenging dominant Ideology; the commitment to social justice; the centrality of experiential know…
Bang on the System: People’s Praxis and Pedagogy as Humanizing Violence
Bang on the System pairs critical race theory (CRT) with the litany of radical democratic analysis guiding the social practices of various revolutionary movements, proposing a new pedagogical framework that deploys a mutually informed critical race praxis as the basis to engage historically dispossessed youth in their own learning. This lens is utilized to examine an interpretive case study from a corpus of existing qualitative data collected thr…
Subverting the Master('s) Syllabus
Teachers who use "transformative teaching" in urban schools understand that...a generation of dispossessed youth in "urban" communities [are scathingly critical of U.S. miseducation], and that they must create curricula that are responsive to the articulated needs of young folk struggling to navigate the oppressive conditions of their everyday life. Education policies like "No Child Left Behind" and "Race to the Top" assume that what is being off…
Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies
This article illustrates the application of critical literacy (Freire & Macedo, 1987; Gutierrez, 2008; Morrell, 2007) pedagogies that draw from young people’s funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to actively nurture personally, authentically, and culturally caring relationships (Howard, 2002; Noddings, 1992; Valenzuela, 1999) that reflect a concern for students’ lives. Specifically, it discusses the impact of students perform…
Making People Our Policy: Grounding Literacy in Lives
In previous columns in this department, scholars have taken to task the decontextualized and dehumanizing policies of recent and current federal education policies in the United States. While deconstruction of these policies is crucial, these moves must be followed by reconstruction. In this edition of the Adolescent Literacy Policy column, Patrick Camangian discusses what it means to make literacy policy on the ground, to educate students to max…
Subverting the Master('s) Syllabus
Teachers who use "transformative teaching" in urban schools understand that...a generation of dispossessed youth in "urban" communities [are scathingly critical of U.S. miseducation], and that they must create curricula that are responsive to the articulated needs of young folk struggling to navigate the oppressive conditions of their everyday life. Education policies like "No Child Left Behind" and "Race to the Top" assume that what is being off…
Reading in their Own Interests: Teaching Five Levels of Analysis
This article examines the usefulness of engaging culturally relevant texts with five levels of analysis to foster critical thinking and academic writing. Teachers who are not critical of seemingly a theoretical, ahistorical reading methods often overlook the ways that cultural biases in instructional methods ignore the cultural and critical needs of urban students of color (Bartolome, 1994; Morrell, 2008). Using five levels of analysis (explicit,…
Teach Like Lives Depend on It: Agitate, Arouse, and Inspire
This article analyzes teaching that begins with the realities, ideologies, and articulations of dispossessed youth of color to shift perceptions of cultural deficits into potential academic strengths that are also critical. Drawing on culturally relevant, critical pedagogical, and critical literacy theories to understand the educational needs of historically dispossessed cultural groups in the United States and propose a humanizing pedagogy, this…
Upending Colonial Practices: Toward Repairing Harm in English Education
This article briefly reviews the colonial roots of English education in the United States and outlines current practices that perpetuate harm in the lives of students of color in K-12 schools. Through an examination of theoretical scholarship and empirical research related to repairing the harm invoked by colonizing English education practices, the authors collectively build on Winn's (2013) call for researchers to imagine and engage in practices…
Loving (Lumpen) Masculinities: Teaching to Transform Heteropatriarchy, Toxic Masculinity, and Urban Misogyny
An analysis of praxis can inform how teachers treat lumpen masculinities performed by young Black men, who are some of the most socially defiant and alienated from US schooling and upward mobility, specifically, and other cisgender boys of color, generally. To make sense of heteropatriarchy, toxic masculinity, and urban misogyny in the classroom, I drew on Black revolutionary and gender theory, as well as critical educational research. This criti…
Let’s Break Free: Education in Our Own Image, Voice, and Interests
The colonial miseducation oppressed people have historically gotten in the United States keeps dispossessed people alienated from resources, belief systems, and ways of being that are inherently theirs. Pro-people, anti-colonial, and abolitionist social movements provide important insights for educational researchers and teacher educators to consider in their scholarship and preparation of classroom practitioners. This article, thus, advocates fo…
Social and emotional learning is hegemonic miseducation: Students deserve humanization instead
The ahistorical objectives of social and emotional learning fall short of repairing the cultural contempt of hegemonic miseducation and does not address the primary social forces negatively impacting the health and wellness of communities of color – their colonial relationship with inequitable social systems. In this article, we posit humanization in place of social and emotional learning because SEL’s inadequate analysis of intersecting oppressi…
Upsetting the (Schooling) set up: Autoethnography as critical race methodology
This manuscript utilizes autoethnography as a critical race methodology. Specifically, the authors use generative autoethnography – a collective spin-story – to illustrate how their past personal experiences are present in their current educational lives. This generative autoethnography fulfills CRT’s tenets of: intercentricity of race and racism; challenging dominant Ideology; the commitment to social justice; the centrality of experiential know…
Bang on the System: People’s Praxis and Pedagogy as Humanizing Violence
Bang on the System pairs critical race theory (CRT) with the litany of radical democratic analysis guiding the social practices of various revolutionary movements, proposing a new pedagogical framework that deploys a mutually informed critical race praxis as the basis to engage historically dispossessed youth in their own learning. This lens is utilized to examine an interpretive case study from a corpus of existing qualitative data collected thr…
Sociology (11 works) · Critical Race Theory in Education (10 works) · Pedagogy (9 works) · Gender Studies (8 works) · Political science (8 works) · Critical theory (5 works) · Epistemology (5 works) · Law (5 works) · Politics (5 works) · Psychology (5 works)