Kevin K Kumashiro
Dados Biográficos
| ID | 800335 |
|---|---|
| NOME | Kevin K Kumashiro |
| PRENOMES | Kevin K |
| SOBRENOME | Kumashiro |
| ASSINATURA | KUMASHIRO K K |
| AFILIAÇÕES | University of San Francisco |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 247 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 3 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 6 |
“We Are Here…Because You Were There”
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
Scholar Collectives Advocating for Social Justice in Education
This paper describes the development, goals, and activities of six scholar collectives that work toward social justice in education. Each group is connected to higher education and engages its members to speak out against social and structural inequities and to push for changes toward social justice in early childhood, K–12, and higher education and for the general public. Three collectives are location based: the Chicagoland Researchers and Advo…
Against Common Sense
Interrogating Identity and Social Contexts Through “Critical Family History
Tracing one's family genealogy is a complex process that requires situating a family's narratives within a historical context. This article reviews the use of critical family history research in an undergraduate Asian American studies course to examine not only the diversity and experiences of Asian Americans but also the unspoken narratives that lead to the creation of a single story. We are told single stories that often neglect the sociocultur…
Troubling the Politics of Engagement, Ethics, and Educational Research
This reflective essay draws on the personal experiences of the author in negotiating various tensions of engaged research and raises several troubling questions about research with immigrant populations, particularly concerning engagement, ethics, and educational contexts. Three “lenses” (or, three theoretical framings) serve as springboards for this analysis—the paradoxes of activism, the promises of mutuality, and the privileges of “ethics”—wit…
Re-framing the "Bad Teachers" in the United States and Beyond
This article analyzes current debates on education reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions and teacher education masks more fundamental, systemic problems. It further demonstrates how reducing the problems in education to the level of individual (“bad”) teachers coincides with the sorting of both teachers and students. The article concludes with a call to engage in movement building…
Letter From the President
Seeing the Bigger Picture
Movements to end teacher education by framing it as irrelevant have deep historical roots and, in recent years, have become quite commonsensical, so much so that even teacher educators struggle to reframe the debate and to make the case for their role in improving public education. This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological s…
Education Policy and Family Values
This article analyzes current education policy initiatives from the political Right in the United States, focusing on initiatives at the federal level (standards and testing), the state level (funding), the local level (alternative certification), and the campus level (censorship). Each initiative has received wide bipartisan and public support, largely due to the ways that they have been framed, particularly around family values. Implications fo…
Postperspektiv på antidiskriminerande undervisning i engelska, matematik och samhälls- och naturorienterande ämnen
What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various post perspectives on anti-oppressive education – especially poststructuralist perspectives – for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical contstructs: unknowability, multiplicity, and looking beyond the known; a…
Six Lenses for Anti-Oppressive Education
Toward an anti‐oppressive theory of Asian Americans and Pacific Islanders in education
One theme that is reflected throughout this special issue on Asian Americans and Pacific Islanders (AAPIs) is a paradox of anti‐oppressive education activism, namely, the paradox of defining a group for which to advocate while refusing to say what makes for that group. This Afterword reflects on the challenges of developing educational research and practices that address this paradox, and that, in doing so, hold promise for advancing social justi…
Uncertain Beginnings
In the field of teacher education, sexual orientation (when addressed) is often addressed in one of two ways: adding to what students know, and complicating what students already know. In this article, the author reflects on his experiences teaching these types of lessons. He points to some of the unexpected ways students have responded, and suggests that their responses reveal the potential of such lessons to perpetuate oppressive relations in s…
Restoried Selves
Queer Ideals in Education
2003). Queer Ideals in Education. Journal of Homosexuality: Vol. 45, No. 2-4, pp. 365-367
Against Repetition
In this article, Kevin K. Kumashiro draws on his experience as a teacher, teacher educator,and education researcher to analyze how anti-oppressive educators may operate in ways that challenge some forms of oppression yet unintentionally comply with others. Drawing on Butler's work, which views oppression in society as being characterized by harmful repetitions of certain privileged knowledge and practices, the author examines how theories of anti…
Three Readings of D. Butin’s Commentary
This response explores three different ways to “read” Butin’s commentary—reading with insistence, reading for resistance, and reading beyond—and argues that each reading makes possible different contributions to anti-oppressive educational research and practice
Troubling Education
Few books have addressed research for teachers to turn to as a resource for classroom practice but here Kumashiro draws on interviews with gay activists as a starting point for discussion of models of reading and challenging oppression
Troubling Intersections of Race and Sexuality
In recent years, researchers have considerably expanded our understanding of the experiences of students of color and of students who are gay, lesbian, bisexual, transgendered, and questioning (ie. Queer). They have provided us with rich resources for addressing racism and heterosexism; however, few have examined the unique experiences of students who are both queer and of color, and few have examined the heterosexist or white-centered nature of …
Part I
Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms
What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various “posts” perspectives on anti-oppressive education—especially poststructuralist perspectives—for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical constructs: unknowability, multiplicity, and looking beyond the known; and…
Toward a Theory of Anti-Oppressive Education
This article reviews the developing literature on anti-oppressive education (i.e., education that works against various forms of oppression) by summarizing and critiquing the four primary approaches that educational researchers have taken in conceptualizing (1) the nature of oppression and (2) the curricula, pedagogies, and policies needed to bring about change. These four approaches to anti-oppressive education are Education for the Other, Educa…
Supplementing normalcy and otherness
This paper examines how three queer Asian American men discussed their experiences with different forms of oppression while growing up in the United States. Some of their stories reflect "discrete" forms of oppression while others reflect two types of "intersected" forms. Some of the intersections consist of a coupling of the discrete forms, and point to ways in which queer Asian American men are "doubly oppressed" within mainstream society. Othe…
Troubling Education
Few books have addressed research for teachers to turn to as a resource for classroom practice but here Kumashiro draws on interviews with gay activists as a starting point for discussion of models of reading and challenging oppression
Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms
What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various “posts” perspectives on anti-oppressive education—especially poststructuralist perspectives—for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical constructs: unknowability, multiplicity, and looking beyond the known; and…
Uncertain Beginnings
In the field of teacher education, sexual orientation (when addressed) is often addressed in one of two ways: adding to what students know, and complicating what students already know. In this article, the author reflects on his experiences teaching these types of lessons. He points to some of the unexpected ways students have responded, and suggests that their responses reveal the potential of such lessons to perpetuate oppressive relations in s…
Seeing the Bigger Picture
Movements to end teacher education by framing it as irrelevant have deep historical roots and, in recent years, have become quite commonsensical, so much so that even teacher educators struggle to reframe the debate and to make the case for their role in improving public education. This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological s…
Supplementing normalcy and otherness
This paper examines how three queer Asian American men discussed their experiences with different forms of oppression while growing up in the United States. Some of their stories reflect "discrete" forms of oppression while others reflect two types of "intersected" forms. Some of the intersections consist of a coupling of the discrete forms, and point to ways in which queer Asian American men are "doubly oppressed" within mainstream society. Othe…
Queer Ideals in Education
2003). Queer Ideals in Education. Journal of Homosexuality: Vol. 45, No. 2-4, pp. 365-367
Interrogating Identity and Social Contexts Through “Critical Family History
Tracing one's family genealogy is a complex process that requires situating a family's narratives within a historical context. This article reviews the use of critical family history research in an undergraduate Asian American studies course to examine not only the diversity and experiences of Asian Americans but also the unspoken narratives that lead to the creation of a single story. We are told single stories that often neglect the sociocultur…
Toward an anti‐oppressive theory of Asian Americans and Pacific Islanders in education
One theme that is reflected throughout this special issue on Asian Americans and Pacific Islanders (AAPIs) is a paradox of anti‐oppressive education activism, namely, the paradox of defining a group for which to advocate while refusing to say what makes for that group. This Afterword reflects on the challenges of developing educational research and practices that address this paradox, and that, in doing so, hold promise for advancing social justi…
Re-framing the "Bad Teachers" in the United States and Beyond
This article analyzes current debates on education reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions and teacher education masks more fundamental, systemic problems. It further demonstrates how reducing the problems in education to the level of individual (“bad”) teachers coincides with the sorting of both teachers and students. The article concludes with a call to engage in movement building…
Supplementing normalcy and otherness
This paper examines how three queer Asian American men discussed their experiences with different forms of oppression while growing up in the United States. Some of their stories reflect "discrete" forms of oppression while others reflect two types of "intersected" forms. Some of the intersections consist of a coupling of the discrete forms, and point to ways in which queer Asian American men are "doubly oppressed" within mainstream society. Othe…
Toward a Theory of Anti-Oppressive Education
This article reviews the developing literature on anti-oppressive education (i.e., education that works against various forms of oppression) by summarizing and critiquing the four primary approaches that educational researchers have taken in conceptualizing (1) the nature of oppression and (2) the curricula, pedagogies, and policies needed to bring about change. These four approaches to anti-oppressive education are Education for the Other, Educa…
Troubling Intersections of Race and Sexuality
In recent years, researchers have considerably expanded our understanding of the experiences of students of color and of students who are gay, lesbian, bisexual, transgendered, and questioning (ie. Queer). They have provided us with rich resources for addressing racism and heterosexism; however, few have examined the unique experiences of students who are both queer and of color, and few have examined the heterosexist or white-centered nature of …
Part I
Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms
What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various “posts” perspectives on anti-oppressive education—especially poststructuralist perspectives—for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical constructs: unknowability, multiplicity, and looking beyond the known; and…
Against Repetition
In this article, Kevin K. Kumashiro draws on his experience as a teacher, teacher educator,and education researcher to analyze how anti-oppressive educators may operate in ways that challenge some forms of oppression yet unintentionally comply with others. Drawing on Butler's work, which views oppression in society as being characterized by harmful repetitions of certain privileged knowledge and practices, the author examines how theories of anti…
Three Readings of D. Butin’s Commentary
This response explores three different ways to “read” Butin’s commentary—reading with insistence, reading for resistance, and reading beyond—and argues that each reading makes possible different contributions to anti-oppressive educational research and practice
Troubling Education
Few books have addressed research for teachers to turn to as a resource for classroom practice but here Kumashiro draws on interviews with gay activists as a starting point for discussion of models of reading and challenging oppression
Restoried Selves
Queer Ideals in Education
2003). Queer Ideals in Education. Journal of Homosexuality: Vol. 45, No. 2-4, pp. 365-367
Uncertain Beginnings
In the field of teacher education, sexual orientation (when addressed) is often addressed in one of two ways: adding to what students know, and complicating what students already know. In this article, the author reflects on his experiences teaching these types of lessons. He points to some of the unexpected ways students have responded, and suggests that their responses reveal the potential of such lessons to perpetuate oppressive relations in s…
Toward an anti‐oppressive theory of Asian Americans and Pacific Islanders in education
One theme that is reflected throughout this special issue on Asian Americans and Pacific Islanders (AAPIs) is a paradox of anti‐oppressive education activism, namely, the paradox of defining a group for which to advocate while refusing to say what makes for that group. This Afterword reflects on the challenges of developing educational research and practices that address this paradox, and that, in doing so, hold promise for advancing social justi…
Six Lenses for Anti-Oppressive Education
Education Policy and Family Values
This article analyzes current education policy initiatives from the political Right in the United States, focusing on initiatives at the federal level (standards and testing), the state level (funding), the local level (alternative certification), and the campus level (censorship). Each initiative has received wide bipartisan and public support, largely due to the ways that they have been framed, particularly around family values. Implications fo…
Postperspektiv på antidiskriminerande undervisning i engelska, matematik och samhälls- och naturorienterande ämnen
What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various post perspectives on anti-oppressive education – especially poststructuralist perspectives – for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical contstructs: unknowability, multiplicity, and looking beyond the known; a…
Seeing the Bigger Picture
Movements to end teacher education by framing it as irrelevant have deep historical roots and, in recent years, have become quite commonsensical, so much so that even teacher educators struggle to reframe the debate and to make the case for their role in improving public education. This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological s…
Letter From the President
Troubling the Politics of Engagement, Ethics, and Educational Research
This reflective essay draws on the personal experiences of the author in negotiating various tensions of engaged research and raises several troubling questions about research with immigrant populations, particularly concerning engagement, ethics, and educational contexts. Three “lenses” (or, three theoretical framings) serve as springboards for this analysis—the paradoxes of activism, the promises of mutuality, and the privileges of “ethics”—wit…
Re-framing the "Bad Teachers" in the United States and Beyond
This article analyzes current debates on education reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions and teacher education masks more fundamental, systemic problems. It further demonstrates how reducing the problems in education to the level of individual (“bad”) teachers coincides with the sorting of both teachers and students. The article concludes with a call to engage in movement building…
Against Common Sense
Interrogating Identity and Social Contexts Through “Critical Family History
Tracing one's family genealogy is a complex process that requires situating a family's narratives within a historical context. This article reviews the use of critical family history research in an undergraduate Asian American studies course to examine not only the diversity and experiences of Asian Americans but also the unspoken narratives that lead to the creation of a single story. We are told single stories that often neglect the sociocultur…
“We Are Here…Because You Were There”
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
Scholar Collectives Advocating for Social Justice in Education
This paper describes the development, goals, and activities of six scholar collectives that work toward social justice in education. Each group is connected to higher education and engages its members to speak out against social and structural inequities and to push for changes toward social justice in early childhood, K–12, and higher education and for the general public. Three collectives are location based: the Chicagoland Researchers and Advo…
Sociology (21 obras) · Political science (15 obras) · Law (10 obras) · Psychology (10 obras) · Critical Race Theory in Education (9 obras) · Politics (9 obras) · Pedagogy (7 obras) · Gender Studies (6 obras) · Law (5 obras) · Oppression (5 obras)