Conceptualizations of Blackness in Education engages the specific junction of educational research and multiple theorizations of Blackness. In this volume, authors narrate how they have come to conceptualize Blackness through reading, writing, research, training, and practice. The contributors reflect a range of personal and political perspectives and experiences, disciplinary roots, and career stages. The stories in each chapter are intended to encourage more theoretically reflexive and vulnerable conversations among scholars of Black Studies in Education committed to reducing inequality in the lives of Black youth. They are not merely stories about theory; the stories are theories themselves.

Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.

In "No Humans Involved: An Open Letter to My Colleagues," Jamaican writer and theorist Sylvia Wynter critiques the social and human sciences for perpetuating social hierarchies, particularly through the Western humanist framing of "Man" as the universal representation of humanity. Human development theories revolve around this concept, necessitating acquiescence to the category Man to claim humanity. But Blackness complicates and unsettles these terms in ways the fields of higher education and educational research are in many ways just beginning to confront. On Blackness, Liveliness, and What It Means to Be Human extends Wynter's critique to human development and academic knowledge production, arguing that Black specificity can create new possibilities for Black being. Wilson Kwamogi Okello closely examines holistic development theory, aiming not to reform but to reimagine the "self" it presupposes. Taking what he describes as a multimodal and multisensory approach, Okello engages a chorus of writers, thinkers, and cultural workers—Baldwin, Bambara, Brand, Hartman, Lorde, Sharpe, Spillers, Wilderson, and more—to reframe Blackness as a social, political, and historical matrix, going beyond the study of Black experiences, biology, or culture. Punctuated throughout by stunning images from artist Mikael Owunna's "Infinite Essence" series, the book proposes and enacts a methodological attunement to Blackness that can guide theory, policy, and practice toward an alternative praxis for the benefit of Black living.

A stirring testament to the realities of Black teaching and learning in the United States and to Black educators' visions for the future

This comprehensive handbook offers a broad overview of contemporary research on engineering education and its practical application. Over the past two decades, the field of engineering education research (EER) has become a vibrant and impactful community with new journals, conferences, and doctoral and research programs established across the globe. The increased interest in this area has helped improve the education and training of the next generation of engineers, as well as supporting growth in the use of technology for teaching and learning, increased attention to broadening participation, diversity and inclusion in the field, and a wide international expansion of the field. Drawing on the work of 100 expert contributors from over 20 countries, this volume covers both emergent and established areas of research within engineering education, giving voice to newcomers to the field as well as perspectives from established experts. Contents include: Sociocognitive and affective perspectives on engineering education. Technology and online learning in engineering education. Cultural and ethical issues including diversity, equity, and inclusion in engineering education. Curriculum design, teaching practices, and teacher education at all levels. Research methods and assessment in engineering education. This book offers an innovative and in-depth overview of engineering education scholarship and practice, which will be of use to researchers in engineering education, engineering educators and faculty, teacher educators in engineering education or STEM education, and other engineering and STEM-related professional organizations. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.

Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.