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Educational Narrative: Henry Loran, Henry Loran 2019 University of Puget Sound

Educational Narrative: Henry Loran, Henry Loran

Race and Pedagogy Journal: Teaching and Learning for Justice

As a part of the Univerisity of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are ...


Educational Narrative: Grace Eberhardt, Grace Eberhardt 2019 University of Puget Sound

Educational Narrative: Grace Eberhardt, Grace Eberhardt

Race and Pedagogy Journal: Teaching and Learning for Justice

As a part of the University of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are ...


Educational Narrative: Amairany Bautista, Amairany Bautista 2019 University of Puget Sound

Educational Narrative: Amairany Bautista, Amairany Bautista

Race and Pedagogy Journal: Teaching and Learning for Justice

As a part of the University of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are ...


2018 Race And Pedagogy National Conference: Images Form The Inside, African American Studies Race & Pedagogy Institute 2019 University of Puget Sound

2018 Race And Pedagogy National Conference: Images Form The Inside, African American Studies Race & Pedagogy Institute

Race and Pedagogy Journal: Teaching and Learning for Justice

The 4th Quadrennial Race & Pedagogy National Conference hosted the first RPNC photo contest. The desire was to gather views and insights surrounding the conference by those attending it. Images from the inside. Images from the participants. The contest was open to University of Puget Sound Students, Staff, and Faculty along with all conference participants. The overall prompt was: Define RPNC 2018 with a space, a moment, an interaction, a group, or an individual and capture it through your camera lens. We received various submis sions and the ones showcased here, along with some of the written content the photographer provided ...


Spotlight Session Review: The Implications Of An Overwhelmingly White Teaching Force, Anna Mondschean 2019 University of Puget Sound

Spotlight Session Review: The Implications Of An Overwhelmingly White Teaching Force, Anna Mondschean

Race and Pedagogy Journal: Teaching and Learning for Justice

The following passages are student reviews and experiences of select Spotlight Sessions during the 2018 Race & Pedagogy National Conference (RPNC). Students from the University of Puget Sound's African American Studies 399 Public Scholarship course attended various spotlight sessions and were given the assignment to write a review of their chosen session. This is one of those reviews.


Spotlight Session Review: The Science Of Implicit Bias, Kayla Bryson 2019 University of Puget Sound

Spotlight Session Review: The Science Of Implicit Bias, Kayla Bryson

Race and Pedagogy Journal: Teaching and Learning for Justice

The following passages are student reviews and experiences of select Spotlight Sessions during the 2018 Race & Pedagogy National Conference (RPNC). Students from the African American Studies 399 Public Scholarship course attended various spotlight sessions and were given the assignment to write a review of their chosen session. This is one of those reviews.


A Conversation: Student Organizers Reflect On The 2018 Youth Summit, Kaity Calhoun, Collin Noble 2019 University of Puget Sound

A Conversation: Student Organizers Reflect On The 2018 Youth Summit, Kaity Calhoun, Collin Noble

Race and Pedagogy Journal: Teaching and Learning for Justice

This is a conversation between University of Puget Sound graduating seniors Kaity Calhoun and Collin Noble about the 4th RPI Youth Summit which occurred during the 2018 Race & Pedagogy National Conference. Comprised of about 500 middle and high school students and college student volunteers, the Youth Summit worked to engage in conversation revolving around histories of power, expressions of resistance and new actions for justice. With over 100 University of Puget Sound Student volunteers, these two organizers were pivotal in making sure the event day was successful. Their work would not have been possible without the leadership of the Youth ...


A Race And Pedagogy National Conference Reflection, Amanda Diaz 2019 University of Puget Sound

A Race And Pedagogy National Conference Reflection, Amanda Diaz

Race and Pedagogy Journal: Teaching and Learning for Justice

No abstract provided.


More Than A Conference: Reflections On Rpnc, Nakisha Renee 2019 University of Puget Sound

More Than A Conference: Reflections On Rpnc, Nakisha Renee

Race and Pedagogy Journal: Teaching and Learning for Justice

The following reflection describes Nakisha Renées' experience at her first Race & Pedagogy National Conference (RPNC) in 2014 along with her experience during the most recent 2018 RPNC.


A Letter From Ayanna Drakos, Ayanna Drakos 2019 University of Puget Sound

A Letter From Ayanna Drakos, Ayanna Drakos

Race and Pedagogy Journal: Teaching and Learning for Justice

The following is a letter to the faculty, staff, and community partners who were all essential to my experience as a student of African American Studies and as an organizer with the Race & Pedagogy Initiative (now Institute!). The subject “you” is plural, and refers to those mentioned above.


Student Editors: African American Studies Public Scholarship Course, 2019 University of Puget Sound

Student Editors: African American Studies Public Scholarship Course

Race and Pedagogy Journal: Teaching and Learning for Justice

This special edition was co-edited by the spring 2019 African American Studies Public Scholarship class. Students were put in charge of procuring submissions, reviewing submissions, editing submissions and formatting them for publication. AFAM 399, Public Scholarship, is an AFAM course dedicated to student engagement with the Race & Pedagogy Institute. This semester the course dedicated its focus to creating a student edition of the Race & Pedagogy Journal that would showcase the 2018 Race & Pedagogy National Conference, the role of students in 2018 and the conferences prior, and the written work of current and past students. The following is a list of ...


From The Issue Editor, LaToya Brackett 2019 University of Puget Sound

From The Issue Editor, Latoya Brackett

Race and Pedagogy Journal: Teaching and Learning for Justice

No abstract provided.


Journal Cover Artwork, 2019 University of Puget Sound

Journal Cover Artwork

Race and Pedagogy Journal: Teaching and Learning for Justice

No abstract provided.


Black Body Memory: A Philosophy Of The Talk, Autumn Redcross 2019 Duquesne University

Black Body Memory: A Philosophy Of The Talk, Autumn Redcross

Electronic Theses and Dissertations

This project offers the term Black body memory to point toward the threatened existential disposition of Black people in society today. Moreover, Black body memory points to the narrative paradigm of a shared experience. While popular conceptions theorize race as a social construction, the lived reality of Black people is frequently imbued by racialization and racism. Black body memory emerges from the intersection of the Black body articulated by Franz Fanon, Charles Johnson, and George Yancy, among others, and body memory, as described by Edward Casey and Thomas Fuchs. Black body memory is a culturally-laden and sedimented lived reality. The ...


A Fishy Problem: Effects Of Atlantic Salmon Farming In The Pacific Ocean, Madeleine A. Griffith 2019 Fordham University

A Fishy Problem: Effects Of Atlantic Salmon Farming In The Pacific Ocean, Madeleine A. Griffith

Student Theses 2015-Present

In this report, I explore the historical, climatological, economic, and ethical issues created by the contemporary industrial salmon farming practices off Pacific coast of the United States and Canada. Chapter 1 utilizes a variety of sources from Stephen Hume’s A Stain upon the Sea to Miller’s Living in the Environment, to examine the integral part salmon plays in both freshwater and marine ecosystems, the ecosystem services salmon contribute in wild and farmed settings, and the trends in salmon consumption around the world. Chapter 2 examines the historically relevant role salmon held among indigenous societies and how that role ...


Kasserian Injera: And How Are The Children? The Lived Experiences And Perceptions Of Participants, Black And White, Who Attended Both Segregated And Desegregated Schools, Sherman Whitfield 2019 Arkansas Tech University

Kasserian Injera: And How Are The Children? The Lived Experiences And Perceptions Of Participants, Black And White, Who Attended Both Segregated And Desegregated Schools, Sherman Whitfield

Theses and Dissertations from 2019

This study was guided by the following research question: What are the perceptions and experiences of participants, Black and White, who attended both segregated and desegregated schools? This phenomenological research study was conducted using two focus groups divided homogeneously into one Black focus group and one White focus group. The Black focus group consisted of three Black females and two Black males. The White focus group consisted of six White females. The findings related to the research revealed that the Black focus group and the White focus group looked at this phenomenon differently along racial lines. These former students actually ...


Stepping Beyond The Veil And Breaking The Pittsburgh Cycle: The American Dream, Otherness, And Generational Trauma In August Wilson's Cycle Plays, Kaitlin Stellingwerf 2019 Seton Hall University

Stepping Beyond The Veil And Breaking The Pittsburgh Cycle: The American Dream, Otherness, And Generational Trauma In August Wilson's Cycle Plays, Kaitlin Stellingwerf

Seton Hall University Dissertations and Theses (ETDs)

August Wilson’s Pittsburgh Cycle is a series of ten plays that aims to “amend, to explore, and to add to our African consciousness and our African aesthetic” (Wilson qtd. in Gantt 5). Each play is set in a different decade but all share incredibly similar protagonists; all of them are African American men in their mid to late adulthood. The stories are separated by years but all articulate the generational trauma embedded in the African American consciousness in the twentieth century. Wilson’s plays span between the generations of African Americans living in the wake of the Emancipation Proclamation ...


Culturally Responsive Social Work Methods For Use With Indigenous Peoples, Sara Davidson Cowling 2019 Portland State University

Culturally Responsive Social Work Methods For Use With Indigenous Peoples, Sara Davidson Cowling

Student Research Symposium

The history of the American social work profession and its interactions with Indigenous people is intimately connected to colonial imperialism. Social workers have been complicit and outright participatory in various forms of settler state violence, especially in the form of forced cultural assimilation through the Indian Adoption Project and Indian Residential schools. While these institutions are now closed, and federal law ostensibly prevents such harms from recurring, Indigenous people are often rightfully suspect of social workers and the work they do.

How can non-Indigenous people approach the profession of social work through a decolonizing lens? How can we center Indigenous ...


Enduring Resilience: An Exploration Of Puerto Rican Colonization, Hurricane Maria, And Ongoing Healing Through Cultural Rituals, Jasmin Isabel Torrejón 2019 Lesley University

Enduring Resilience: An Exploration Of Puerto Rican Colonization, Hurricane Maria, And Ongoing Healing Through Cultural Rituals, Jasmin Isabel Torrejón

Expressive Therapies Capstone Theses

This thesis seeks to illuminate the economic, cultural and social subjugation of Puerto Rico, and its people, through the stripping of personal and political self-determination imposed by U.S. colonization. This research explores historic examples of Puerto Rican perseverance and analyzes psychologically protective factors supporting survivorship and resilience, such as familism and ontological security. The effects of Hurricane Maria on mental health are highlighted in the research, as is the correlation between a lack of electrical power and adverse health/wellness outcomes. Models for collective liberation and social justice are discussed and exemplified through the case study of a march ...


Humanizing The Enslaved Of Fort Monroe’S Arc Of Freedom, William R. Kelly Jr. 2019 Casemate Museum, Fort Monroe Authority

Humanizing The Enslaved Of Fort Monroe’S Arc Of Freedom, William R. Kelly Jr.

Journal of Contemporary Archival Studies

Fort Monroe, located in Hampton, Virginia, was a United States Army post until its deactivation in 2011. President Barack Obama proclaimed Fort Monroe a national monument due to its complex history, including its ties to slavery and emancipation. This paper outlines an ongoing research project designed to identify and humanize both the enslaved who helped build the fort and those who were declared as contraband there during the American Civil War. Housed in the National Archives and Records Administration in Philadelphia, Pennsylvania, the United States Army Engineer Records from 1819 to 1866 is the main area of focus for this ...


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