K D Brown
Dados Biográficos
| ID | 46974 |
|---|---|
| NOME | K D Brown |
| PRENOMES | K D |
| SOBRENOME | Brown |
| ASSINATURA | BROWN K D |
| AFILIAÇÕES | The University of Texas at Austin |
| ORCID | 0000-0002-5920-4409 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAÇÕES | 138 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1971 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Educators of colour, teaching race, and orienting towards a humanising critical sociocultural knowledge for teaching
Centering Black Boys
Drawing from theories of humanity, knowledge, play, and representation, this article theorizes the narratives told about Black boys in children's literature from 2002 to 2025. Through a critical content analysis of 18 picture books, the authors examine how Black boys are depicted across stories, emphasizing representations that affirm their full humanity. This study explores how children's literature serves as a site of sociocultural meaning-maki…
Glancing back and looking forward
The Handbook of Research on Teachers of Color and Indigenous Teachers charts the landscape of the educator diversity research base by focusing on 11 domains of inquiry. Policy, one of the domains of inquiry in the Handbook, is instrumental for advancing educator diversity. This paper is anchored in the lessons from the policy domain, and extends this scholarship by briefly synthesizing the historical origins of educator diversity policies, and ex…
What Do Black Students Need? Exploring Perspectives of Black Writers Writing Outside of Educational Research
What does it mean to educate the Black student? How do education stakeholders committed to Black students and communities understand the role of teaching and teachers to help students meet education goals? In this analytical article, inspired by multiple traditions in Black intellectual thought, I explore how Black writers who write outside of education research discuss the teachers and teaching Black students need. I examine three pieces publish…
The Limits of Justice-Informed Research and Teaching in the Presence of Antiblackness and Black Suffering
In this conceptual article, I examine the turn of justice-oriented research and teaching from transformative to traumatic and its relationship to antiblackness. I consider the affordances and limits of research and teaching that makes antiblackness visible while simultaneously citing potentially traumatizing portraits of Black suffering. Drawing from critical multicultural education and social justice scholarship, alongside Black intellectual tho…
Antiblackness, Black Joy, and Embracing a Humanizing Critical Sociocultural Knowledge (HCSK) for Teaching
In this critical reflective analysis, we explore the nature of schooling for Black children and youth before and during the COVID-19 pandemic and envision its transformative possibilities. We draw from Black intellectual thought around antiblackness, Black joy, and Brown?s humanizing critical sociocultural knowledge to interrogate our own pandemic case as two Black education scholars working from home while also supervising the virtual schooling …
Feeling safe from the storm of anti-Blackness
Black affective networks form in evanescent moments when two or more Black people in a white space cluster around a Black feeling and other things. This article is a feminist narrative inquiry into Black affective networks in classrooms on the campuses of Predominantly White Institutions (PWIs) in the United States. Authors inhabit dual roles as researchers and study participants in an investigation of affects that percolated in two classrooms, c…
Environmental injustice in North Carolina’s hog industry
The global epicenter of industrial hog production is in North Carolina (NC), USA. There, approximately 9 million hogs are raised for meat production in over 2,000 industrial hog operations (IHO) across the state. This area is also situated within the Black Belt, a geopolitical region marred by over 400 years of slavery and ongoing government-sanctioned violence. This chapter elevates the triumphs and lessons gained from actors heavily involved in…
Race as a Durable and Shifting Idea
The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK–12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold r…
Understanding the Black Teacher Through Metaphor
Teaching in color
In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher education in the US. I excavate how the dominant, (dis)embodied and normalized culture of Whiteness, Whit…
The Illusion of Inclusion
In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight i…
Trouble on my mind
Drawing from the work of philosophers Sylvia Wynter and Ian Hacking, in this conceptual article I argue why a humanizing critical approach to sociocultural knowledge is needed for teacher education, particularly in preparing teachers to work effectively with black students. In light of enduring concerns in teacher education with improving the educational experiences of black students – a student population that is routinely discussed in extant ed…
The love that takes a toll
In this paper, I examine how what I call a pedagogy of fear played a role in the sociocultural context of research on teachers and teaching. Drawing from multiple literature on emotions, qualitative research, and race, I examine how a racialized field context framed my subsequent emotional responses and performance as an African-American researcher conducting research with white teacher participants. This examination highlights the ethical challe…
Elevating the role of race in ethnographic research
Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools – even in those instances when race is not expressly recognised. In t…
Sociocultural knowledge and visual re(‐)presentations of Black masculinity and community
In this article we consider the implications of using popular visual media as a pedagogic tool for helping teachers acquire critical sociocultural knowledge to work more effectively with students of color, particularly Black males. Drawing from a textual analysis (McKee 2001, 2003; Rose 2001) conducted in the critical visual studies tradition (Barthes 1977; Hall 1993, 1997) and longstanding discourses on Blackness, Black masculinity and critical …
Breaking the Cycle of Sisyphus
Using Lani Guinier's notion of “racial literacy” and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggesti…
Strange Fruit Indeed
Background/Context Recent racial incidents on college and high school campuses throughout the United States have catalyzed a growing conversation around issues of race and racism. These conversations exist alongside ongoing concerns about the lack of attention given to race and racism in the official school curriculum. Given that the field of education is generally located as a space to interrogate why these difficult issues of race in schools an…
The Complexities of Teaching the Complex
Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement
Management in Post-War Britain N. Tiratsoo
Received
Shorter Notices
SHORTER NOTICES Get access KENNETH D. BROWN KENNETH D. BROWN The Queen's University of Belfast Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume CXII, Issue 447, June 1997, Pages 798-b–799, https://doi.org/10.1093/ehr/CXII.447.798-b Published: 01 June 1997
The Children's Toy Industry in Nineteenth-Century Britain
Modelling for War? Toy Soldiers in Late Victorian and Edwardian Britain
Journal Article Modelling for War? Toy Soldiers in Late Victorian and Edwardian Britain Get access Kenneth D. Brown Kenneth D. Brown Department of Economic and Social History, The Queen's University of Belfast, Belfast BT7 INN, Northern Ireland Search for other works by this author on: Oxford Academic Google Scholar Journal of Social History, Volume 24, Issue 2, Winter 1990, Pages 237–254, https://doi.org/10.1353/jsh/24.2.237 Published: 01 Decemb…
The Belfast Fire Brigade, 1880–1914
Teaching in color
In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher education in the US. I excavate how the dominant, (dis)embodied and normalized culture of Whiteness, Whit…
Trouble on my mind
Drawing from the work of philosophers Sylvia Wynter and Ian Hacking, in this conceptual article I argue why a humanizing critical approach to sociocultural knowledge is needed for teacher education, particularly in preparing teachers to work effectively with black students. In light of enduring concerns in teacher education with improving the educational experiences of black students – a student population that is routinely discussed in extant ed…
Breaking the Cycle of Sisyphus
Using Lani Guinier's notion of “racial literacy” and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggesti…
Feeling safe from the storm of anti-Blackness
Black affective networks form in evanescent moments when two or more Black people in a white space cluster around a Black feeling and other things. This article is a feminist narrative inquiry into Black affective networks in classrooms on the campuses of Predominantly White Institutions (PWIs) in the United States. Authors inhabit dual roles as researchers and study participants in an investigation of affects that percolated in two classrooms, c…
Modelling for War? Toy Soldiers in Late Victorian and Edwardian Britain
Journal Article Modelling for War? Toy Soldiers in Late Victorian and Edwardian Britain Get access Kenneth D. Brown Kenneth D. Brown Department of Economic and Social History, The Queen's University of Belfast, Belfast BT7 INN, Northern Ireland Search for other works by this author on: Oxford Academic Google Scholar Journal of Social History, Volume 24, Issue 2, Winter 1990, Pages 237–254, https://doi.org/10.1353/jsh/24.2.237 Published: 01 Decemb…
Understanding the Black Teacher Through Metaphor
Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement
The Complexities of Teaching the Complex
Antiblackness, Black Joy, and Embracing a Humanizing Critical Sociocultural Knowledge (HCSK) for Teaching
In this critical reflective analysis, we explore the nature of schooling for Black children and youth before and during the COVID-19 pandemic and envision its transformative possibilities. We draw from Black intellectual thought around antiblackness, Black joy, and Brown?s humanizing critical sociocultural knowledge to interrogate our own pandemic case as two Black education scholars working from home while also supervising the virtual schooling …
Race as a Durable and Shifting Idea
The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK–12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold r…
Sociocultural knowledge and visual re(‐)presentations of Black masculinity and community
In this article we consider the implications of using popular visual media as a pedagogic tool for helping teachers acquire critical sociocultural knowledge to work more effectively with students of color, particularly Black males. Drawing from a textual analysis (McKee 2001, 2003; Rose 2001) conducted in the critical visual studies tradition (Barthes 1977; Hall 1993, 1997) and longstanding discourses on Blackness, Black masculinity and critical …
Centering Black Boys
Drawing from theories of humanity, knowledge, play, and representation, this article theorizes the narratives told about Black boys in children's literature from 2002 to 2025. Through a critical content analysis of 18 picture books, the authors examine how Black boys are depicted across stories, emphasizing representations that affirm their full humanity. This study explores how children's literature serves as a site of sociocultural meaning-maki…
The Belfast Fire Brigade, 1880–1914
The appointment of the 1905 Poor Law Commission-a Rejoinder
Journal Article The appointment of the 1905 Poor Law Commission—a Rejoinder Get access K. D. BROWN K. D. BROWN Search for other works by this author on: Oxford Academic Google Scholar Bulletin of the Institute of Historical Research, Volume 44, Issue 110, November 1971, Pages 315–318, https://doi.org/10.1111/j.1468-2281.1971.tb02075.x Published: 12 October 2007
Liberals, Radicals and Social Politics 1892-1914
Non-Conformity and the British Labour Movement
Non-Conformity and the British Labour Movement: A Case Study Get access Kenneth D. Brown Kenneth D. Brown Queen's University, Belfast Search for other works by this author on: Oxford Academic Google Scholar Journal of Social History, Volume 9, Issue 2, Winter 1975, Pages 113–120, https://doi.org/10.1353/jsh/9.2.113 Published: 01 December 1975
The Origins of the Liberal Welfare Reforms, 1906-14
The First Labour Party
The Belfast Fire Brigade, 1880–1914
The Children's Toy Industry in Nineteenth-Century Britain
Modelling for War? Toy Soldiers in Late Victorian and Edwardian Britain
Journal Article Modelling for War? Toy Soldiers in Late Victorian and Edwardian Britain Get access Kenneth D. Brown Kenneth D. Brown Department of Economic and Social History, The Queen's University of Belfast, Belfast BT7 INN, Northern Ireland Search for other works by this author on: Oxford Academic Google Scholar Journal of Social History, Volume 24, Issue 2, Winter 1990, Pages 237–254, https://doi.org/10.1353/jsh/24.2.237 Published: 01 Decemb…
Shorter Notices
SHORTER NOTICES Get access KENNETH D. BROWN KENNETH D. BROWN The Queen's University of Belfast Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume CXII, Issue 447, June 1997, Pages 798-b–799, https://doi.org/10.1093/ehr/CXII.447.798-b Published: 01 June 1997
Management in Post-War Britain N. Tiratsoo
Received
Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement
Strange Fruit Indeed
Background/Context Recent racial incidents on college and high school campuses throughout the United States have catalyzed a growing conversation around issues of race and racism. These conversations exist alongside ongoing concerns about the lack of attention given to race and racism in the official school curriculum. Given that the field of education is generally located as a space to interrogate why these difficult issues of race in schools an…
The Complexities of Teaching the Complex
Elevating the role of race in ethnographic research
Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools – even in those instances when race is not expressly recognised. In t…
Sociocultural knowledge and visual re(‐)presentations of Black masculinity and community
In this article we consider the implications of using popular visual media as a pedagogic tool for helping teachers acquire critical sociocultural knowledge to work more effectively with students of color, particularly Black males. Drawing from a textual analysis (McKee 2001, 2003; Rose 2001) conducted in the critical visual studies tradition (Barthes 1977; Hall 1993, 1997) and longstanding discourses on Blackness, Black masculinity and critical …
Breaking the Cycle of Sisyphus
Using Lani Guinier's notion of “racial literacy” and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggesti…
The Illusion of Inclusion
In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight i…
Trouble on my mind
Drawing from the work of philosophers Sylvia Wynter and Ian Hacking, in this conceptual article I argue why a humanizing critical approach to sociocultural knowledge is needed for teacher education, particularly in preparing teachers to work effectively with black students. In light of enduring concerns in teacher education with improving the educational experiences of black students – a student population that is routinely discussed in extant ed…
The love that takes a toll
In this paper, I examine how what I call a pedagogy of fear played a role in the sociocultural context of research on teachers and teaching. Drawing from multiple literature on emotions, qualitative research, and race, I examine how a racialized field context framed my subsequent emotional responses and performance as an African-American researcher conducting research with white teacher participants. This examination highlights the ethical challe…
Teaching in color
In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher education in the US. I excavate how the dominant, (dis)embodied and normalized culture of Whiteness, Whit…
Race as a Durable and Shifting Idea
The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK–12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold r…
Understanding the Black Teacher Through Metaphor
Environmental injustice in North Carolina’s hog industry
The global epicenter of industrial hog production is in North Carolina (NC), USA. There, approximately 9 million hogs are raised for meat production in over 2,000 industrial hog operations (IHO) across the state. This area is also situated within the Black Belt, a geopolitical region marred by over 400 years of slavery and ongoing government-sanctioned violence. This chapter elevates the triumphs and lessons gained from actors heavily involved in…
What Do Black Students Need? Exploring Perspectives of Black Writers Writing Outside of Educational Research
What does it mean to educate the Black student? How do education stakeholders committed to Black students and communities understand the role of teaching and teachers to help students meet education goals? In this analytical article, inspired by multiple traditions in Black intellectual thought, I explore how Black writers who write outside of education research discuss the teachers and teaching Black students need. I examine three pieces publish…
The Limits of Justice-Informed Research and Teaching in the Presence of Antiblackness and Black Suffering
In this conceptual article, I examine the turn of justice-oriented research and teaching from transformative to traumatic and its relationship to antiblackness. I consider the affordances and limits of research and teaching that makes antiblackness visible while simultaneously citing potentially traumatizing portraits of Black suffering. Drawing from critical multicultural education and social justice scholarship, alongside Black intellectual tho…
Political science (18 obras) · Sociology (18 obras) · Critical Race Theory in Education (17 obras) · Pedagogy (14 obras) · Gender Studies (11 obras) · Psychology (11 obras) · Educator Training and Historical Pedagogy (10 obras) · Critical theory (9 obras) · Gender Studies (8 obras) · Law (8 obras)