Arcasia D James-Gallaway
Dados Biográficos
| ID | 198905 |
|---|---|
| NOME | Arcasia D James-Gallaway |
| PRENOMES | Arcasia D |
| SOBRENOME | James-Gallaway |
| ASSINATURA | JAMES-GALLAWAY A D |
| AFILIAÇÕES | Texas A&M University |
| ORCID | 0000-0002-7372-8954 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Hampton’s legacies across Black and Indigenous education
A Case for Interrogating the Relationships of Patriarchy, Masculinity, and Whiteness to Structural Power in the History of Education
As a field, the history of education contains scant analyses of power, deprivation, or privilege from a white, patriarchal, or masculine viewpoint, a concerning limitation that obscures how power works to reinscribe, sustain, and proliferate itself. This claim reflects that to some degree, gender is racialized and race is gendered. To support this contention, I discuss the small body of history of education scholarship that has interrogated white…
The Hands That Keep History
Women of Color feminists have engaged in archival practices and alternative ways of knowing, despite their continued erasure in mainstream knowledge production. This paper presents the archival and epistemological contributions of ordinary Black and Mexican women. Drawing on artifacts, narratives, and reflective notes, we explore the archival practices and saberes/ways of knowing of maternal figures in our families. In doing so, we aim to challen…
Nothing nice about it
In teacher education, critical scholars have lamented how “niceness” hinders progress toward social and racial justice. A place characteristic of this “niceness” is the Midwestern region of the United States, which the dominant narrative paints as overly agreeable and free of racial inequities. This image overlooks the rampant systemic racism that is foundational to the entire country, allowing the Midwest to tout an ideological stance of Midwest…
Evading Race
Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate t…
The Citizenship Education Program and Black Women's Political Culture
When people think about the civil rights movement and the larger Black freedom struggle within which it is nestled, Black male leaders are often some of the first to come to mind. For those interested in historical educational topics, the 1954 Brown v. Board of Education case and Freedom Schools are well-known chapters of this pivotal period in U.S. history. A key group and issue routinely overlooked in this context are the Black women who worked…
It’s in [Their] Roots”
(Un)critical geographies of race
Websites that provide accounts of local history represent powerful curricular possibilities for K-12 history teachers and those of all ages who engage with historical narratives centered on place. The extent to which, however, such resources furnish explicitly racialized interpretations of place often determines how educators and learners can use them in social studies contexts. In this critical race discourse analysis, we examined the function o…
Structural acuity
Waco's First Black School Board Trustees
Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school boa…
Under a Black Light
Background/Context: School segregation scholarship underlines that litigation challenging the segregation of Mexican American students in Texas schools stressed their legal racial identity as white. The other white race strategy, as scholars call it, granted Mexican Americans the right to access resources designated for the country’s dominant racial group. Put differently, a defining feature of this argument pivoted on Mexican Americans’ non-Blac…
White Philanthropy Won’t Save Black Education
This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5…
Countering miseducation
“Countering Miseducation: Situating K-12 Social Studies Education within the Black Intellectual Tradition” combines two separate articles—Part I “Re-membering” The Teachings of PtahHotep: Educational Implications of the Oldest Book in the World” and Part II “Locating Early 20th Century K-12 Black Social Studies Educator, Leila Amos Pendleton, within the Black Intellectual Tradition.” Our aim is to speak to limitations and new possibilities in Soc…
Black Baby Boomers, Gender, and Southern Education
Little to no extant scholarship examines procedural, epistemological aspects of conducting intergenerational oral history interviews with Black elders. Thus, in this multivocal piece, we, two Black women oral historians of education, discuss specific tensions we navigated in our respective projects that focused on Black baby boomers’ educational experiences in the US South. The baby boomer generation encompasses those born between 1946 and 1965, …
Towards a racial justice project
Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific racial justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American…
Critical History Monographs and Intersectionality in Social Studies
With a focus on methods courses, this article makes a case for social studies teacher educators to employ in their pedagogy an intersectional perspective. I ask social studies teacher educators to consider critical history monographs, specialized book-length studies that center on marginalized perspectives, as pedagogical tools that complement primary sources. Elevating scholarship on enslaved females in the U.S., I highlight affordances and the …
What got them through
Despite the robust body of scholarship on southern school desegregation, little has concentrated on the ways Black students’ home communities helped them persist in desegregated schools. Using oral history interviews, historical methods, and community cultural wealth, this paper examines key forms of knowledge, or capital, that the Black Waco community implanted in their children, knowledge on which students drew to navigate their new, contemptuo…
We Been Relevant
This paper considers how the practice of culturally relevant pedagogy may have predated the theory’s coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students’ cultural, racial, and political knowledge, worldviews, and assets. Despite…
Mobilizing betrayal
This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vig…
We Been Relevant
This paper considers how the practice of culturally relevant pedagogy may have predated the theory’s coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students’ cultural, racial, and political knowledge, worldviews, and assets. Despite…
Mobilizing betrayal
This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vig…
(Un)critical geographies of race
Websites that provide accounts of local history represent powerful curricular possibilities for K-12 history teachers and those of all ages who engage with historical narratives centered on place. The extent to which, however, such resources furnish explicitly racialized interpretations of place often determines how educators and learners can use them in social studies contexts. In this critical race discourse analysis, we examined the function o…
What got them through
Despite the robust body of scholarship on southern school desegregation, little has concentrated on the ways Black students’ home communities helped them persist in desegregated schools. Using oral history interviews, historical methods, and community cultural wealth, this paper examines key forms of knowledge, or capital, that the Black Waco community implanted in their children, knowledge on which students drew to navigate their new, contemptuo…
Waco's First Black School Board Trustees
Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school boa…
Towards a racial justice project
Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific racial justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American…
Mobilizing betrayal
This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vig…
Critical History Monographs and Intersectionality in Social Studies
With a focus on methods courses, this article makes a case for social studies teacher educators to employ in their pedagogy an intersectional perspective. I ask social studies teacher educators to consider critical history monographs, specialized book-length studies that center on marginalized perspectives, as pedagogical tools that complement primary sources. Elevating scholarship on enslaved females in the U.S., I highlight affordances and the …
What got them through
Despite the robust body of scholarship on southern school desegregation, little has concentrated on the ways Black students’ home communities helped them persist in desegregated schools. Using oral history interviews, historical methods, and community cultural wealth, this paper examines key forms of knowledge, or capital, that the Black Waco community implanted in their children, knowledge on which students drew to navigate their new, contemptuo…
We Been Relevant
This paper considers how the practice of culturally relevant pedagogy may have predated the theory’s coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students’ cultural, racial, and political knowledge, worldviews, and assets. Despite…
Under a Black Light
Background/Context: School segregation scholarship underlines that litigation challenging the segregation of Mexican American students in Texas schools stressed their legal racial identity as white. The other white race strategy, as scholars call it, granted Mexican Americans the right to access resources designated for the country’s dominant racial group. Put differently, a defining feature of this argument pivoted on Mexican Americans’ non-Blac…
White Philanthropy Won’t Save Black Education
This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5…
Countering miseducation
“Countering Miseducation: Situating K-12 Social Studies Education within the Black Intellectual Tradition” combines two separate articles—Part I “Re-membering” The Teachings of PtahHotep: Educational Implications of the Oldest Book in the World” and Part II “Locating Early 20th Century K-12 Black Social Studies Educator, Leila Amos Pendleton, within the Black Intellectual Tradition.” Our aim is to speak to limitations and new possibilities in Soc…
Black Baby Boomers, Gender, and Southern Education
Little to no extant scholarship examines procedural, epistemological aspects of conducting intergenerational oral history interviews with Black elders. Thus, in this multivocal piece, we, two Black women oral historians of education, discuss specific tensions we navigated in our respective projects that focused on Black baby boomers’ educational experiences in the US South. The baby boomer generation encompasses those born between 1946 and 1965, …
Towards a racial justice project
Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific racial justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American…
Structural acuity
Waco's First Black School Board Trustees
Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school boa…
Nothing nice about it
In teacher education, critical scholars have lamented how “niceness” hinders progress toward social and racial justice. A place characteristic of this “niceness” is the Midwestern region of the United States, which the dominant narrative paints as overly agreeable and free of racial inequities. This image overlooks the rampant systemic racism that is foundational to the entire country, allowing the Midwest to tout an ideological stance of Midwest…
Evading Race
Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate t…
The Citizenship Education Program and Black Women's Political Culture
When people think about the civil rights movement and the larger Black freedom struggle within which it is nestled, Black male leaders are often some of the first to come to mind. For those interested in historical educational topics, the 1954 Brown v. Board of Education case and Freedom Schools are well-known chapters of this pivotal period in U.S. history. A key group and issue routinely overlooked in this context are the Black women who worked…
It’s in [Their] Roots”
(Un)critical geographies of race
Websites that provide accounts of local history represent powerful curricular possibilities for K-12 history teachers and those of all ages who engage with historical narratives centered on place. The extent to which, however, such resources furnish explicitly racialized interpretations of place often determines how educators and learners can use them in social studies contexts. In this critical race discourse analysis, we examined the function o…
The Hands That Keep History
Women of Color feminists have engaged in archival practices and alternative ways of knowing, despite their continued erasure in mainstream knowledge production. This paper presents the archival and epistemological contributions of ordinary Black and Mexican women. Drawing on artifacts, narratives, and reflective notes, we explore the archival practices and saberes/ways of knowing of maternal figures in our families. In doing so, we aim to challen…
Hampton’s legacies across Black and Indigenous education
A Case for Interrogating the Relationships of Patriarchy, Masculinity, and Whiteness to Structural Power in the History of Education
As a field, the history of education contains scant analyses of power, deprivation, or privilege from a white, patriarchal, or masculine viewpoint, a concerning limitation that obscures how power works to reinscribe, sustain, and proliferate itself. This claim reflects that to some degree, gender is racialized and race is gendered. To support this contention, I discuss the small body of history of education scholarship that has interrogated white…
Critical Race Theory in Education (19 obras) · Sociology (16 obras) · Gender Studies (13 obras) · Gender Studies (10 obras) · Political science (9 obras) · Critical race theory (8 obras) · Race, History, and American Society (8 obras) · Racism (7 obras) · Law (6 obras) · Pedagogy (6 obras)