Racially liberatory pedagogy: a Black Lives Matter approach to education

Castillo‐Montoya, Milagros; Abreu, Joshua; Abad, Abdul

doi:10.1080/09518398.2019.1645904

Cited by 25 publications

(17 citation statements)

References 37 publications

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“…Several research methods have previously been described for involving individuals with aphasia in person-centered activities, like interviews for research purposes. Interviews provide researchers with rich, detailed, qualitative data for understanding the experiences of participants and the meaning they make from their experiences [ 13 ]. However, interviewing patients with aphasia can be difficult and therefore alternative methods are often required.…”

Section: Discussionmentioning

confidence: 99%

The Challenges of Including Patients With Aphasia in Qualitative Research for Health Service Redesign: Qualitative Interview Study

et al. 2020

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Background Aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write. Aphasia is a frequent complication of stroke and is a major disability for patients and their families. The provision of services for stroke patients differs across health care providers and regions, and strategies directed at improving these services have benefited from the involvement of patients. However, patients with aphasia are often excluded from these co-design activities due to a diminished capacity to communicate verbally and a lack of health researcher experience in working with patients with aphasia. Objective The primary aim of this paper is to identify approaches appropriate for working with patients with aphasia in an interview situation and, more generally, determine the importance of including people with aphasia in health service improvement research. The secondary aim is to describe the experiences of researchers involved in interviewing patients with aphasia. Methods A total of 5 poststroke patients with aphasia participated in face-to-face interviews in their homes to gain insight into their in-hospital experience following their stroke. Interviews were audio-recorded, and thematic analysis was performed. The experiences of the researchers interviewing these patients were informally recorded postinterview, and themes were derived from these reflections. Results The interview technique utilized in this study was unsuitable to gain rich, qualitative data from patients with aphasia. The experience of researchers performing these interviews suggests that preparation, emotion, and understanding were three of the main factors influencing their ability to gather useful experiential information from patients with aphasia. Patients with aphasia are valuable contributors to qualitative health services research, and researchers need to be flexible and adaptable in their methods of engagement. Conclusions Including patients with aphasia in health service redesign research requires the use of nontraditional interview techniques. Researchers intending to engage patients with aphasia must devise appropriate strategies and methods to maximize the contributions and valuable communications of these participants.

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Section: Discussionmentioning

confidence: 99%

The Challenges of Including Patients With Aphasia in Qualitative Research for Health Service Redesign: Qualitative Interview Study

et al. 2020

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“…Though not new, the civil unrest that emerged as a result of the murders of Taylor, Arbery, and Floyd, brought to light a rebirth of the Black Lives Matter (BLM) movement. As the primary goal of the BLM movement is to bring awareness to "the daily violence and systemic oppression Black people experience" (Castillo-Montoya et al, 2019, p. 1126, it becomes imperative for the BLM movement to gain traction in schools as a means to educate society's youth about the plight of Black people in contemporary America. Doing so honors the need for greater social justice awareness in education, particularly as a society's ability to reconstruct itself stems from the vitality and awareness of its youth (Schiro, 2013).…”

Section: A Resurgence Of the Black Lives Matter Movementmentioning

confidence: 99%

“…Experienced with searches for scholarly literature, I began researching the ways that social justice teaching could be delivered to students in online formats, paying particular attention to addressing the experiences of pervasive Black racism. From my research, I discovered two important pedagogical approaches; justice-oriented science pedagogy (Davis & Schaeffer, 2019) and racially liberatory pedagogy (Castillo-Montoya, Abreu, & Abad, 2019), as well as Earth Force's community action and problemsolving process (https://www.earthforceresources.org, 2020). These approaches highlighted the ways in which teaching could be used to bring awareness to the plight of racial groups impacted by systemic racism, as well as empower students, particularly those students belonging to marginalized communities, to enact social change.…”

Section: Justice-oriented and Racially Liberatory Science Pedagogiesmentioning

confidence: 99%

“…These approaches highlighted the ways in which teaching could be used to bring awareness to the plight of racial groups impacted by systemic racism, as well as empower students, particularly those students belonging to marginalized communities, to enact social change. While Davis and Schaeffer (2019) provided a working definition of justice-oriented science pedagogy, Castillo-Montoya et al (2019) provided a framework for delivering instruction situated in racially liberatory pedagogy. Though these two pedagogical approaches provided a starting point, I had to remember that the consequences of the COVID-19 pandemic meant that these pedagogical strategies had to be refined for the online classroom.…”

Section: Justice-oriented and Racially Liberatory Science Pedagogiesmentioning

confidence: 99%

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Heeding the Call for Social Justice: How a CPED Ed.D. Program Illuminates the Instructional Intersection Between COVID-19 and the Black Lives Matter Movement

Nasr¹

2021

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The intersection of the COVID-19 pandemic and the BLM movement led to a historic moment for American society. Illness, death, and civil unrest provided a shared historical experience for all Americans, and provided an opportunity for educators to capitalize on the multitude of teachable moments these historical events provided. For educators, like myself, who were the product of CPED Ed.D. programs that emphasized social justice in education, the historical events of COVID-19 and the BLM movement were immediately recognized as an opportunity to bring social justice to the forefront in the online classroom. The purpose of this manuscript is to reflect on the impact that my CPED Ed.D. experience had on my awareness of social justice in education and how this awareness translates to online learning opportunities in light of the COVID-19 pandemic to provide students with experiences that emphasize the need to understand and overcome social injustices, through science.

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“…While his work has been applied to different social justice areas like racial justice [ 1 ] and gay rights movements [ 2 ], there does not appear to be any academic output connecting Freire to the field of drug policy reform. Freire’s understanding of systems of oppression resounds greatly with the global regime of drug prohibition [ 3 ], a regime that dominates our understanding of drugs and prescribes what uses are valid (in many cases, legal) or not.…”

mentioning

confidence: 99%