Pub Date : 2023-12-10DOI: 10.1080/13613324.2023.2292513
Theresa Burruel Stone, Pamela Rivas
While increased college access is widely celebrated for racialized peoples, the end goal of inclusion maintains engagement with and desires for wellbeing within the U.S. white supremacist settler s...
{"title":"A call to reshape our desires: contesting the “inevitable answer” of inclusion within empire","authors":"Theresa Burruel Stone, Pamela Rivas","doi":"10.1080/13613324.2023.2292513","DOIUrl":"https://doi.org/10.1080/13613324.2023.2292513","url":null,"abstract":"While increased college access is widely celebrated for racialized peoples, the end goal of inclusion maintains engagement with and desires for wellbeing within the U.S. white supremacist settler s...","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"18 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138569718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/13613324.2023.2279304
Carolyn S. F. Silva
“As the experiences of AfroLatinx groups continue to gain momentum in academic conversations, AfroBrazilians’ identity and racialized experiences remain undertheorized. Anchored by the conceptual f...
{"title":"“It’s like there is a veil placed over racial issues”: AfroBrazilians’ educational experiences negotiating transnational racialization and the pedagogy of mestizaje of the Americas","authors":"Carolyn S. F. Silva","doi":"10.1080/13613324.2023.2279304","DOIUrl":"https://doi.org/10.1080/13613324.2023.2279304","url":null,"abstract":"“As the experiences of AfroLatinx groups continue to gain momentum in academic conversations, AfroBrazilians’ identity and racialized experiences remain undertheorized. Anchored by the conceptual f...","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"10 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138580304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1080/13613324.2023.2279300
Lærke Vildlyng
ABSTRACTBased on empirical observations of educational guidance and interviews with students and teachers at two Danish schools, as well as critical policy analysis, this article illustrates how worry about future education for racially minoritised students in problematized housing areas is shaped in intersections of place, class, and race. Through an analytical framework combining affect theory and intersectionality, the article identifies two figures of worry: The overambitious bilingual student and the bilingual student in trouble. These figures draw on racialized histories of immigrant parents as unable to support their children, and position the students as in need of intervention from the state. Educational guidance comes to work as a further racializing force that gains momentum through affective circulations of worry and care across school practice, policy and political rhetoric. This results in a limitation of the educational opportunities considered ‘realistic’ to the students, placing them in a disadvantaged position when making important decisions for their future.KEYWORDS: Educational guidanceDenmarkproblematised housing areasaffectworry AcknowledgmentsI would like to thank my PhD supervisor, Trine Øland for her insightful comments on previous drafts of this article. I would also like to thank the members of the History and Sociology of Welfare Work research group as well as my colleagues in the Sections of Education at University of Copenhagen and Lund University for thought provoking and inspiring comments on early drafts of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approval of studyThis study has been ethically approved by the Research & Impact Department at University of Copenhagen and given the journal number 514–0107/22–4000. All participants in this study have provided informed written consent to participate.Notes1. I do not have the space to investigate the relation between gender and race further than to point out that gender – along with categories such as place and class – partake in racializing the students. However, it would be relevant to analyze relationship between gender and race in the material further in a future article.2. All empirical examples, both ethnographic and documents, are translated from Danish by the author.3. ‘Gymnasium’ in Danish. A three-year secondary education similar to high school which generally qualifies for admission to university, depending on grade points acquired and required for admission to the educational programmes.4. A two-year programme, which qualifies for admission to higher education programmes at academies and university colleges. Does not give access to university.5. A three-year commercial upper secondary education programme, which qualifies students for admission to Danish business academies, schools of technology and design, university colleges and universities.6. SU is a monthly state funded grant awarded to all
{"title":"‘We are not worried about Fatima!’ – circulating affects in educational guidance of racially minoritised students in Danish-problematised housing areas","authors":"Lærke Vildlyng","doi":"10.1080/13613324.2023.2279300","DOIUrl":"https://doi.org/10.1080/13613324.2023.2279300","url":null,"abstract":"ABSTRACTBased on empirical observations of educational guidance and interviews with students and teachers at two Danish schools, as well as critical policy analysis, this article illustrates how worry about future education for racially minoritised students in problematized housing areas is shaped in intersections of place, class, and race. Through an analytical framework combining affect theory and intersectionality, the article identifies two figures of worry: The overambitious bilingual student and the bilingual student in trouble. These figures draw on racialized histories of immigrant parents as unable to support their children, and position the students as in need of intervention from the state. Educational guidance comes to work as a further racializing force that gains momentum through affective circulations of worry and care across school practice, policy and political rhetoric. This results in a limitation of the educational opportunities considered ‘realistic’ to the students, placing them in a disadvantaged position when making important decisions for their future.KEYWORDS: Educational guidanceDenmarkproblematised housing areasaffectworry AcknowledgmentsI would like to thank my PhD supervisor, Trine Øland for her insightful comments on previous drafts of this article. I would also like to thank the members of the History and Sociology of Welfare Work research group as well as my colleagues in the Sections of Education at University of Copenhagen and Lund University for thought provoking and inspiring comments on early drafts of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approval of studyThis study has been ethically approved by the Research & Impact Department at University of Copenhagen and given the journal number 514–0107/22–4000. All participants in this study have provided informed written consent to participate.Notes1. I do not have the space to investigate the relation between gender and race further than to point out that gender – along with categories such as place and class – partake in racializing the students. However, it would be relevant to analyze relationship between gender and race in the material further in a future article.2. All empirical examples, both ethnographic and documents, are translated from Danish by the author.3. ‘Gymnasium’ in Danish. A three-year secondary education similar to high school which generally qualifies for admission to university, depending on grade points acquired and required for admission to the educational programmes.4. A two-year programme, which qualifies for admission to higher education programmes at academies and university colleges. Does not give access to university.5. A three-year commercial upper secondary education programme, which qualifies students for admission to Danish business academies, schools of technology and design, university colleges and universities.6. SU is a monthly state funded grant awarded to all ","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"58 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/13613324.2023.2279302
Yeji Kim, Sohyun An
ABSTRACTTheoretically framed by AsianCrit, the current study used a longitudinal qualitative study to explore how larger socio-historical contexts such as the pandemic shape Asian American and migrant elementary teachers’ daily lives and teaching practices. The study’s findings demonstrate that, following the COVID-19 pandemic and an upsurge in anti-Asian hate crime, the teachers’ experiences of racism and positions as Asian Americans and migrants in New York City had radically changed. Their shifted racialized experiences further influenced their elementary school teaching practices, compelling them to become committed to antiracist education. This longitudinal and timely study will contribute to the emerging literature on Asian American and migrant teachers, providing several implications for teacher education and future research. The study’s findings will also shed light on the legitimacy of CRT in investigating the lives and teaching of Asian American and migrant teachers in light of nationwide anti-CRT legislation.KEYWORDS: Critical race theoryAsianCritAsian American teachersAsian migrant teachersanti-racism educationlongitudinal study Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“We are stronger than fear of hate”: a longitudinal study amplifying the voices of Asian American and migrant teachers amidst COVID-19","authors":"Yeji Kim, Sohyun An","doi":"10.1080/13613324.2023.2279302","DOIUrl":"https://doi.org/10.1080/13613324.2023.2279302","url":null,"abstract":"ABSTRACTTheoretically framed by AsianCrit, the current study used a longitudinal qualitative study to explore how larger socio-historical contexts such as the pandemic shape Asian American and migrant elementary teachers’ daily lives and teaching practices. The study’s findings demonstrate that, following the COVID-19 pandemic and an upsurge in anti-Asian hate crime, the teachers’ experiences of racism and positions as Asian Americans and migrants in New York City had radically changed. Their shifted racialized experiences further influenced their elementary school teaching practices, compelling them to become committed to antiracist education. This longitudinal and timely study will contribute to the emerging literature on Asian American and migrant teachers, providing several implications for teacher education and future research. The study’s findings will also shed light on the legitimacy of CRT in investigating the lives and teaching of Asian American and migrant teachers in light of nationwide anti-CRT legislation.KEYWORDS: Critical race theoryAsianCritAsian American teachersAsian migrant teachersanti-racism educationlongitudinal study Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"66 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/13613324.2023.2279298
Christopher Hu
ABSTRACTAsian Americans are racialized into a highly complex and somewhat paradoxical position in the U.S. racial matrix. Drawing on interviews with parents at highly selective public magnet schools, this critical discourse analysis explores the processes of Asian American racialization and examines the ways that parents invoke and mobilize the racializing discourses of model minority and perpetual foreigner when discussing the Asian American student presence at their children’s schools. I first show how the model minority myth functions as a discursive racial weapon used to harm other communities of color, and then I demonstrate how Asian American students and families are simultaneously racialized by both model minority and perpetual foreigner discourses as competitive threats, outsiders whose presence causes unease and discomfort, and foreigners with inferior practices. Examining these racializing discourses and the ways that they function in synchrony is critical to understanding the racialized position of Asian Americans.KEYWORDS: Asian Americanracializationmodel minorityperpetual foreigner Disclosure statementNo potential conflict of interest was reported by the author.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/13613324.2023.2279298
{"title":"Asian American Racialization in America’s Top-Ranked Public High Schools: Synchronizing Discourses of Model Minority and Perpetual Foreigner","authors":"Christopher Hu","doi":"10.1080/13613324.2023.2279298","DOIUrl":"https://doi.org/10.1080/13613324.2023.2279298","url":null,"abstract":"ABSTRACTAsian Americans are racialized into a highly complex and somewhat paradoxical position in the U.S. racial matrix. Drawing on interviews with parents at highly selective public magnet schools, this critical discourse analysis explores the processes of Asian American racialization and examines the ways that parents invoke and mobilize the racializing discourses of model minority and perpetual foreigner when discussing the Asian American student presence at their children’s schools. I first show how the model minority myth functions as a discursive racial weapon used to harm other communities of color, and then I demonstrate how Asian American students and families are simultaneously racialized by both model minority and perpetual foreigner discourses as competitive threats, outsiders whose presence causes unease and discomfort, and foreigners with inferior practices. Examining these racializing discourses and the ways that they function in synchrony is critical to understanding the racialized position of Asian Americans.KEYWORDS: Asian Americanracializationmodel minorityperpetual foreigner Disclosure statementNo potential conflict of interest was reported by the author.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/13613324.2023.2279298","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"113 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/13613324.2023.2268017
Grace MyHyun Kim, North Cooc, Kevin A. Gee, Vivian Louie
ABSTRACTIn this article, four Asian American faculty, working at different stages of the tenure-track/tenured pipeline and different regions of the United States, provide scholarly personal narratives about their experiences in academe to contribute to humanizing Asian Americans in educational research. The narratives comprise a collective counter-story that resists the racialization of Asian Americans as a monolith. Analyzing the narratives, the authors identify barriers to and supports for humanizing Asian Americans in educational research. The collective counter-story resists ahistorical views that overlook, gloss over, or reframe the recent resurgence of anti-Asian violence as separate from a larger history of systemic racism. The authors argue that humanizing Asian Americans in educational research is critical for uncovering and addressing educational inequities built on White supremacy. Through a discussion of themes that emerged across the scholarly narratives, the authors conclude with recommendations for Asian American-focused researchers, as well as educational research.KEYWORDS: Asian Americanracefacultyscholarly personal narrativecounterstoryhigher education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Humanizing Asian Americans in educational research","authors":"Grace MyHyun Kim, North Cooc, Kevin A. Gee, Vivian Louie","doi":"10.1080/13613324.2023.2268017","DOIUrl":"https://doi.org/10.1080/13613324.2023.2268017","url":null,"abstract":"ABSTRACTIn this article, four Asian American faculty, working at different stages of the tenure-track/tenured pipeline and different regions of the United States, provide scholarly personal narratives about their experiences in academe to contribute to humanizing Asian Americans in educational research. The narratives comprise a collective counter-story that resists the racialization of Asian Americans as a monolith. Analyzing the narratives, the authors identify barriers to and supports for humanizing Asian Americans in educational research. The collective counter-story resists ahistorical views that overlook, gloss over, or reframe the recent resurgence of anti-Asian violence as separate from a larger history of systemic racism. The authors argue that humanizing Asian Americans in educational research is critical for uncovering and addressing educational inequities built on White supremacy. Through a discussion of themes that emerged across the scholarly narratives, the authors conclude with recommendations for Asian American-focused researchers, as well as educational research.KEYWORDS: Asian Americanracefacultyscholarly personal narrativecounterstoryhigher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"141 5‐8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/13613324.2023.2268318
Amilah Baksh
ABSTRACTIslamophobia and anti-Muslim racism pose a unique experience, especially when one is readily identifiable as a Muslim through hijab, a head covering worn by some Muslim women. Although frequently conflated with racial identity, Muslim women are uniquely impacted by the intersection of race, gender, and religious identity. In this paper, I explore the intersection of race, gender, and religious identity in higher education through critical autoethnography. Utilizing the lenses of postcolonial feminism and critical whiteness studies, I examine my lived experiences as a visibly Muslim and racialized woman teaching at a predominantly white institution in Southern Ontario. Through this exploration, I discuss a pattern of racism and Islamophobia in the academy, and how the inadequacy of addressing incidents reinforces and reproduces racism and Islamophobia.KEYWORDS: Muslim womanIslamophobiahigher educationpredominantly white institutionautoethnography Disclosure statementNo potential conflict of interest was reported by the author.
{"title":"“She didn’t mean it that way”: theorizing gendered Islamophobia in academia","authors":"Amilah Baksh","doi":"10.1080/13613324.2023.2268318","DOIUrl":"https://doi.org/10.1080/13613324.2023.2268318","url":null,"abstract":"ABSTRACTIslamophobia and anti-Muslim racism pose a unique experience, especially when one is readily identifiable as a Muslim through hijab, a head covering worn by some Muslim women. Although frequently conflated with racial identity, Muslim women are uniquely impacted by the intersection of race, gender, and religious identity. In this paper, I explore the intersection of race, gender, and religious identity in higher education through critical autoethnography. Utilizing the lenses of postcolonial feminism and critical whiteness studies, I examine my lived experiences as a visibly Muslim and racialized woman teaching at a predominantly white institution in Southern Ontario. Through this exploration, I discuss a pattern of racism and Islamophobia in the academy, and how the inadequacy of addressing incidents reinforces and reproduces racism and Islamophobia.KEYWORDS: Muslim womanIslamophobiahigher educationpredominantly white institutionautoethnography Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/13613324.2023.2268002
Christopher J. P. Sewell
ABSTRACTAs American colleges and universities become more diverse, expanding our vision and working around what it means to be a legacy, especially at Predominately White Institutions, will be essential. This paper examines Black families’ experiences at Churchill, a small liberal arts PWI in the Northeast. With the aid of Yosso’s community cultural wealth and Bourdieu’s notions of cultural and social capital, it examines how parents’ experiences at Churchill and exposing their child to Churchill shaped and informed their child’s decision to attend their parent’s alma mater and the passing of social and cultural capital between the generations. Findings suggest that while navigational and familial capital passes between generations, Black cultural capital does not pass smoothly and impacts their child’s experience at Churchill.KEYWORDS: Legacy studentsblack studentspredominately White institutioncultural capitalsocial capitalcommunity cultural wealth Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Passing the torch: intergenerational capital transmission and the black legacy experience at a PWI","authors":"Christopher J. P. Sewell","doi":"10.1080/13613324.2023.2268002","DOIUrl":"https://doi.org/10.1080/13613324.2023.2268002","url":null,"abstract":"ABSTRACTAs American colleges and universities become more diverse, expanding our vision and working around what it means to be a legacy, especially at Predominately White Institutions, will be essential. This paper examines Black families’ experiences at Churchill, a small liberal arts PWI in the Northeast. With the aid of Yosso’s community cultural wealth and Bourdieu’s notions of cultural and social capital, it examines how parents’ experiences at Churchill and exposing their child to Churchill shaped and informed their child’s decision to attend their parent’s alma mater and the passing of social and cultural capital between the generations. Findings suggest that while navigational and familial capital passes between generations, Black cultural capital does not pass smoothly and impacts their child’s experience at Churchill.KEYWORDS: Legacy studentsblack studentspredominately White institutioncultural capitalsocial capitalcommunity cultural wealth Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.1080/13613324.2023.2255830
Charlotte Chadderton, Anke Wischmann
This paper argues that education policy in England and Germany racialises young refugees and asylum seekers and contributes to upholding white supremacy in the education system. Previous research in both countries has shown that education policy reproduces race inequality, and in England, it has been argued that education policy itself is an act of white supremacy . However, to date there has been little consideration of the specific role of refugee policies in maintaining race inequality in education. In this study we connect research on refugee education, the raced nature of the education systems in both countries and the racialised context and position of refugees in society. We draw on insights from Critical Race Theory and on the concept of racist nativism, ‘the link between race and immigration status’ to argue that refugees, already racialised in society, are also racialised by education policies and systems via the privileging of both nativist and white norms.
{"title":"Education policy and refugees in England and Germany: racist nativism and the reproduction of white supremacy","authors":"Charlotte Chadderton, Anke Wischmann","doi":"10.1080/13613324.2023.2255830","DOIUrl":"https://doi.org/10.1080/13613324.2023.2255830","url":null,"abstract":"This paper argues that education policy in England and Germany racialises young refugees and asylum seekers and contributes to upholding white supremacy in the education system. Previous research in both countries has shown that education policy reproduces race inequality, and in England, it has been argued that education policy itself is an act of white supremacy . However, to date there has been little consideration of the specific role of refugee policies in maintaining race inequality in education. In this study we connect research on refugee education, the raced nature of the education systems in both countries and the racialised context and position of refugees in society. We draw on insights from Critical Race Theory and on the concept of racist nativism, ‘the link between race and immigration status’ to argue that refugees, already racialised in society, are also racialised by education policies and systems via the privileging of both nativist and white norms.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/13613324.2023.2255837
Henry Parada, Laura Perez Gonzalez, Marsha Rampersaud, Veronica Escobar Olivo
{"title":"“Parents don’t know they have the option to say no”: the experiences of Caribbean and Latin American parents navigating special education in Ontario","authors":"Henry Parada, Laura Perez Gonzalez, Marsha Rampersaud, Veronica Escobar Olivo","doi":"10.1080/13613324.2023.2255837","DOIUrl":"https://doi.org/10.1080/13613324.2023.2255837","url":null,"abstract":"","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135983122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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