Ethnic studies as interest divergence? Countering racial neoliberal politics and envisioning a beloved community with racial literacy

From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis

“…Finally, this study calls for the use of narratives and stories in higher education research, pedagogy, and learning. In practice, faculty and administrators can begin by reflecting on the ways story work is always being engaged, specifically how their actions tacitly reinforce or disrupt oppressive narratives that maintain systems of power [54,55]. Faculty and administrators can disrupt banking logics that dominate education [10,11] and bridge the gap between students and institutional agent by making positioning(s) explicit and by drawing emphasis to student knowledge in their learning.…”

“…While I discuss communal praxis in the context of stories in higher education settings, I also suggest that it can be engaged and enacted more broadly. Given the narratives that inform communal praxis, in this section I attend to the specificity of faculty and administrator stories that seek to disrupt oppression, although it is possible that stories shared by all institutional actors (e.g., students, staff, faculty, and administrators) have the capacity to be a catalyst for transgressing oppressive dynamics [54,55]. In particular, I advance that communal praxis is relevant in telling students' oral histories among BIPOC FGF/A, as such histories offer and emplace stories of academic and social life that give credence to intersections of race, class, and gender.…”

Feeling the Threat of Race in Education: Exploring the Cultural Politics of Emotions in CRT-Ban Political Discourses

“…Studies that have examined institutional discourses show how policy documents, such as diversity agendas and equity reports, engender racialized meanings with implications for educational equity (Casellas, 2022; Iverson, 2005). Other research has demonstrated the continuing need to explore the multiple competing discourses while interrogating issues of access to the processes that shape discourses about race, diversity, and equity (Arellano & Vue, 2019; Briscoe & Khalifa, 2015; Dumas, 2013; Freidus, 2022; Hernández, 2022; Moses et al, 2019; Paguyo & Moses, 2011; Vue, 2021a; Vue et al, 2017). CRDA acknowledges that dominant groups possess more societal resources to legitimize their social reality while subverting those of others (van Dijk, 1993).…”

“…This study uses nonparticipant observation (Spradley, 1980) outlined by Vue (2021a) to examine state legislative organizations’ video recordings. Vue (2021a) suggests that recordings of public testimonies serve in documenting social, cultural, and political life. Examining school board meetings, Vue (2021a) demonstrated how public discourses within school board meetings can be understood as a site of reproduction/resistance to dominant understandings of race and education as well as a pedagogical space that engages public learning.…”

Is our scholarship elevating or hindering transformation and possibility? Conceptualizations of student organizations in higher education

“…Delgado, 1989; Yosso, 2013), as well as institutional transformation (e.g. Solorzano and Yosso, 2002; Vue, 2021a); they can generate new possibilities and alternate renderings of individual and institutional realities (Bell, 1992).…”