Discussion boards as a pedagogical tool engendering critical race conversations: Meeting anti-racist aims to raise consciousness and disrupt whiteness

Stewart, Nathaniel D.; Goddard, Yvonne

doi:10.1016/j.ssaho.2023.100426

Cited by 1 publication

(1 citation statement)

References 36 publications

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“…Specifically, those policy solutions aimed at increasing teachers’ opportunities to engage in educational justice spaces and build solidarity for racial justice. A racialized construct is a model variable that allows for researchers to interpret quantified patterns juxtaposed to contextualized realities naming race and racism (Stewart & Goddard, 2023). In other words, racialized constructs may measure respondents’ beliefs, perspectives, or understandings relating to racialized and systemic realities.…”

Section: Narrative Literature Reviewmentioning

confidence: 99%

Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs

2023

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As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers’ beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent path model to examine the additive influence teacher solidarity for justice has on the relationship between teacher justice collaboration frequency and critical pedagogical efficacy. The model estimate indicated the cruciality of teacher solidarity in improving critical pedagogical efficacy beliefs. Our study’s discussion section offers implications for teachers, leaders, policy actors, and critical quantitative researchers contributing to, or planning to join educational justice movements.

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Section: Narrative Literature Reviewmentioning

confidence: 99%