Judson Laughter
Biographic Data
| ID | 821550 |
|---|---|
| NAME | Judson Laughter |
| GIVEN NAMES | Judson |
| FAMILY NAME | Laughter |
| SIGNATURE | LAUGHTER J |
| AFFILIATIONS | University of Tennessee at Knoxville |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
For Such a Time as This: The Present Need for Fugitive Pedagogy
In this theoretically informed article, we introduce and define Fugitive Pedagogy as a framework for action, building on Givens’s biography of Carter G. Woodson. We first introduce our current education context and outline the need for a Fugitive Pedagogy approach. We describe how we developed Fugitive Pedagogy as a theoretical and analytical framework in Spring 2023. We then exemplify the application of a Fugitive Pedagogy approach both reflexiv…
Toward critical race tourism: Valuing counter-narratives and endarkened storywork
In this article, we argue for tourism scholars to amplify the stories and lived experiences of traditionally silenced groups through the adaption of critical race theory (CRT) toward a framework of Critical Race Tourism. Critical Race Tourism includes a specific focus on counter-storytelling, endarkened storywork, and regular engagement of interest convergence. We believe Critical Race Tourism can contribute to racial reconciliation and healing, …
Overwhelming whiteness: A critical analysis of race in a scripted reading curriculum
Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic…
Toward a framework for critical racial literacy
Racial literacy was introduced in the early twenty-first century and has proliferated as a research framework and methodology. In education research specifically, racial literacy has been used as a foundation for empirical research and as a broader concept informing education practices. Mindful of this wide-ranging approach, a multidisciplinary team conducted a summative content analysis of extant education research explicitly drawing on racial l…
The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity
Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, p…
Race in Educational Researcher: A Technical Comment on Li and Koedel (2017)
Li and Koedel’s (2017) use of “appearance measures” disregards a long history of research on race and ethnicity and sets research with diverse participants back several decades. Race is not biological and is not synonymous with ethnicity. Such externally imposed, problematic labels must not be allowed in education research
The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas
Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational research…
Culturally Relevant Education: Extending the Conversation to Religious Diversity
Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to p…
A Community of Narratives: Developing Transracialized Selves Through a Community of Practice
The story presented here developed from a study group where we found space to explore and analyze ourselves and each other. In recounting our development from a Community of Interest to a Community of Practice (CoP), we first introduce a guiding theoretical framework building on a foundation of two concepts: CoP and transracialized selves. We then present a series of alternating methods and findings, reflecting our development through two phases.…
Toward a Theory of Micro-kindness: Developing Positive Actions in Multicultural Education (pp. 2-14)
This conceptual article seeks to build on empirical research on microaggressions by introducing a corollary strand of inquiry: micro-kindnesses. A definition and examples of microaggressions are synthesized from a review of psychological and educational research; a particular limitation of this research is then discussed. A definition of micro-kindness is offered and supported by a list of actions to provide multicultural educators examples of mi…
Toward a framework for critical racial literacy
Racial literacy was introduced in the early twenty-first century and has proliferated as a research framework and methodology. In education research specifically, racial literacy has been used as a foundation for empirical research and as a broader concept informing education practices. Mindful of this wide-ranging approach, a multidisciplinary team conducted a summative content analysis of extant education research explicitly drawing on racial l…
Culturally Relevant Education: Extending the Conversation to Religious Diversity
Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to p…
The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity
Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, p…
Race in Educational Researcher: A Technical Comment on Li and Koedel (2017)
Li and Koedel’s (2017) use of “appearance measures” disregards a long history of research on race and ethnicity and sets research with diverse participants back several decades. Race is not biological and is not synonymous with ethnicity. Such externally imposed, problematic labels must not be allowed in education research
Toward a Theory of Micro-kindness: Developing Positive Actions in Multicultural Education (pp. 2-14)
This conceptual article seeks to build on empirical research on microaggressions by introducing a corollary strand of inquiry: micro-kindnesses. A definition and examples of microaggressions are synthesized from a review of psychological and educational research; a particular limitation of this research is then discussed. A definition of micro-kindness is offered and supported by a list of actions to provide multicultural educators examples of mi…
Toward a Theory of Micro-kindness: Developing Positive Actions in Multicultural Education (pp. 2-14)
This conceptual article seeks to build on empirical research on microaggressions by introducing a corollary strand of inquiry: micro-kindnesses. A definition and examples of microaggressions are synthesized from a review of psychological and educational research; a particular limitation of this research is then discussed. A definition of micro-kindness is offered and supported by a list of actions to provide multicultural educators examples of mi…
A Community of Narratives: Developing Transracialized Selves Through a Community of Practice
The story presented here developed from a study group where we found space to explore and analyze ourselves and each other. In recounting our development from a Community of Interest to a Community of Practice (CoP), we first introduce a guiding theoretical framework building on a foundation of two concepts: CoP and transracialized selves. We then present a series of alternating methods and findings, reflecting our development through two phases.…
The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas
Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational research…
Culturally Relevant Education: Extending the Conversation to Religious Diversity
Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to p…
The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity
Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, p…
Race in Educational Researcher: A Technical Comment on Li and Koedel (2017)
Li and Koedel’s (2017) use of “appearance measures” disregards a long history of research on race and ethnicity and sets research with diverse participants back several decades. Race is not biological and is not synonymous with ethnicity. Such externally imposed, problematic labels must not be allowed in education research
Toward a framework for critical racial literacy
Racial literacy was introduced in the early twenty-first century and has proliferated as a research framework and methodology. In education research specifically, racial literacy has been used as a foundation for empirical research and as a broader concept informing education practices. Mindful of this wide-ranging approach, a multidisciplinary team conducted a summative content analysis of extant education research explicitly drawing on racial l…
Overwhelming whiteness: A critical analysis of race in a scripted reading curriculum
Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic…
Toward critical race tourism: Valuing counter-narratives and endarkened storywork
In this article, we argue for tourism scholars to amplify the stories and lived experiences of traditionally silenced groups through the adaption of critical race theory (CRT) toward a framework of Critical Race Tourism. Critical Race Tourism includes a specific focus on counter-storytelling, endarkened storywork, and regular engagement of interest convergence. We believe Critical Race Tourism can contribute to racial reconciliation and healing, …
For Such a Time as This: The Present Need for Fugitive Pedagogy
In this theoretically informed article, we introduce and define Fugitive Pedagogy as a framework for action, building on Givens’s biography of Carter G. Woodson. We first introduce our current education context and outline the need for a Fugitive Pedagogy approach. We describe how we developed Fugitive Pedagogy as a theoretical and analytical framework in Spring 2023. We then exemplify the application of a Fugitive Pedagogy approach both reflexiv…
Sociology (10 works) · Pedagogy (8 works) · Political science (8 works) · Critical Race Theory in Education (7 works) · Psychology (7 works) · Gender Studies (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Curriculum (4 works) · Educator Training and Historical Pedagogy (4 works)