Rehumanizing the “Other”

Abstract

In this chapter, the authors examine the trajectory of the literature on race, culture, and identity in education research through the past century. The literature is first situated within its historical and conceptual foundations, specifically the dehumanizing legacy of scientific racism, the early efforts by African American scholars to rehumanize marginalized members of society, and the emergence of identity as a construct in the social sciences. The authors then explore the body of education research—from the mid 20th century to today—focused on the relationship between cultural and racial identities and students’ experiences with schooling. They close with a vision for the next era of research on this critical topic.

Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle

“…These multiple critical lenses of critical theory and intersectionality all illuminate the importance of combating oppression by empowering one to construct and form aspects of their identity for themselves and possessing ownership of their narrative of how to define one's self within given spaces, communities, and cultures. Identity, therefore, can be positioned as malleable [33] and an action one takes, rather than a static definition [34]. From an educational perspective, identity can be thought of as an agentive move involving counter-storytelling that acknowledges and confronts oppressive constructs such as race, gender, ableism, language proficiency, and the intersections of multiple spaces.…”

Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms

“…We focus on these two levels since the micro‐ and meso‐systems are the most influential to an individual's development, perhaps because of the environmental proximity to the individual's setting. While scholars have reported the effects of systematic oppression and inequities on an institutional level in science education (Langer‐Osuna & Nasir, 2016; Wells & Kommers, 2020), this case study purposefully draws attention to how systemic oppression is maintained on a micro‐ and meso‐level (e.g., on an individual level or interactions between individuals; Bronfenbrenner, 1977) given that these interactions are the drivers of maintaining the status quo. Considering how oppression could perpetuate on a micro‐ and meso‐level, we draw on David and Derthick's (2017) conceptualization of oppression on four specific levels: internalized, interpersonal, institutional, and ideological.…”

Evolution of the Cultural Trade Network in “the Belt and Road” Region: Implication for Global Cultural Sustainability

“…Previous studies on culturally sustainable development have been found to focus primarily on structural factors and potential countermeasures. Where the former includes historical and cultural heritage [24], religious beliefs [25], official or local languages [26], folk customs [27], race [28], cultural diversity [29], modernization or changing environmental conditions [30], and human mobility (immigration and outmigration). In many articles, the meanings of cultural sustainability were associated with cultural heritage [31].…”