16 research outputs found

    Raced Encounter on a Hilltop: A Call for Soulful Justice alongside Social Justice Work

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    This provocation begins with an emotionally charged interracial encounter during peak-hour Cape Town traffic. It goes on to consider the manner in which emotional orientations constitute everyday, internal white supremacist structures often camouflaged under the guise of caring. Later, it calls on white educators to earnestly do the work of emotional excavation to avoid the reification, reinforcement, and reproduction of subtle, well-intentioned forms of racism. Ultimately, this piece contends that soulful justice work needs to accompany the social justice investments of white educators

    The Limitations of Being a Good Antiracist

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    In this paper, we take up our shared antiracist identity aspirations as teacher educators and investigate how complex racialized emotions generated in interracial encounters trouble the idealized object of a good antiracist identity. Utilizing redirected antiracist psychoanalytic method to parse stories created through collective memory work, persistent emotional defenses that diminish an ability to dismantle oppressive racist structures, both internal and external, are uncovered and theorized. Later, contrary to some transmissive curricular and pedagogical texts and discourses that prioritize resolve, the contours of a relational antiracist curriculum and pedagogy that welcomes and integrates ambivalent, ambiguous emotional dilemmas present and inevitable in racialized subjects across racial lines are discussed

    Using TeachLivE to Foster the Development of High-Leverage Practices in a Teacher Education Program

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    During the Spring 2020 semester, a group of students (preservice teachers) in the elementary education program at a university in south Texas were required to deliver part of a lesson focusing on one particular high leverage practice, eliciting student thinking in a TeachLivE lab setting. The authors used the Instructional Coaching Model (Knight, 2007) to prepare students for the session and provide feedback immediately after the session. The participants were rated in several aspects of their ability to apply the high-leverage practice (HLP) and were asked to reflect on the process immediately after the TeachLivE session. Quantitative data was analyzed to assess change in the use of the HLP. Qualitative data, in turn, was examined in terms of how participants felt about their performance and what improvements they would like to make in the future

    Doesn\u27t Your Work Just Re-Center Whiteness? The Fallen Impossibilities of White Allyship

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    Our purpose is to engage performative dialogue incorporative of currere on a central question in critical White studies (CWS). After precautionary notes and positionalities, we frame our dialogue within second-wave CWS. As its main section, six CWS scholars respond to the central question: Doesn’t research on White identities re-center whiteness? Analyzing the scholars’ responses, the performative dialogue is followed by an analytical discussion of CWS’ epistemological, ontological, and axiological convolutions. Via these convolutions, we recognize the impossibilities of facile “White allyship” within antiracist scholarship, curriculum and pedagogy, and related social movements. Instead of White allyship, we propose situated, relational, and process-oriented notions of alliance-oriented antiracist work

    Population-Based Biochemistry, Immunologic and Hematological Reference Values for Adolescents and Young Adults in a Rural Population in Western Kenya

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    BACKGROUND: There is need for locally-derived age-specific clinical laboratory reference ranges of healthy Africans in sub-Saharan Africa. Reference values from North American and European populations are being used for African subjects despite previous studies showing significant differences. Our aim was to establish clinical laboratory reference values for African adolescents and young adults that can be used in clinical trials and for patient management. METHODS AND FINDINGS: A panel of 298, HIV-seronegative individuals aged 13-34 years was randomly selected from participants in two population-based cross-sectional surveys assessing HIV prevalence and other sexually transmitted infections in western Kenya. The adolescent (/=18 years) ratio and the male-to-female ratio was 1ratio1. Median and 95% reference ranges were calculated for immunohematological and biochemistry values. Compared with U.S-derived reference ranges, we detected lower hemoglobin (HB), hematocrit (HCT), red blood cells (RBC), mean corpuscular volume (MCV), neutrophil, glucose, and blood urea nitrogen values but elevated eosinophil and total bilirubin values. Significant gender variation was observed in hematological parameters in addition to T-bilirubin and creatinine indices in all age groups, AST in the younger and neutrophil, platelet and CD4 indices among the older age group. Age variation was also observed, mainly in hematological parameters among males. Applying U.S. NIH Division of AIDS (DAIDS) toxicity grading to our results, 40% of otherwise healthy study participants were classified as having an abnormal laboratory parameter (grade 1-4) which would exclude them from participating in clinical trials. CONCLUSION: Hematological and biochemistry reference values from African population differ from those derived from a North American population, showing the need to develop region-specific reference values. Our data also show variations in hematological indices between adolescent and adult males which should be considered when developing reference ranges. This study provides the first locally-derived clinical laboratory reference ranges for adolescents and young adults in western Kenya

    CLSI-Derived Hematology and Biochemistry Reference Intervals for Healthy Adults in Eastern and Southern Africa

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    BACKGROUND: Clinical laboratory reference intervals have not been established in many African countries, and non-local intervals are commonly used in clinical trials to screen and monitor adverse events (AEs) among African participants. Using laboratory reference intervals derived from other populations excludes potential trial volunteers in Africa and makes AE assessment challenging. The objective of this study was to establish clinical laboratory reference intervals for 25 hematology, immunology and biochemistry values among healthy African adults typical of those who might join a clinical trial. METHODS AND FINDINGS: Equal proportions of men and women were invited to participate in a cross sectional study at seven clinical centers (Kigali, Rwanda; Masaka and Entebbe, Uganda; two in Nairobi and one in Kilifi, Kenya; and Lusaka, Zambia). All laboratories used hematology, immunology and biochemistry analyzers validated by an independent clinical laboratory. Clinical and Laboratory Standards Institute guidelines were followed to create study consensus intervals. For comparison, AE grading criteria published by the U.S. National Institute of Allergy and Infectious Diseases Division of AIDS (DAIDS) and other U.S. reference intervals were used. 2,990 potential volunteers were screened, and 2,105 (1,083 men and 1,022 women) were included in the analysis. While some significant gender and regional differences were observed, creating consensus African study intervals from the complete data was possible for 18 of the 25 analytes. Compared to reference intervals from the U.S., we found lower hematocrit and hemoglobin levels, particularly among women, lower white blood cell and neutrophil counts, and lower amylase. Both genders had elevated eosinophil counts, immunoglobulin G, total and direct bilirubin, lactate dehydrogenase and creatine phosphokinase, the latter being more pronounced among women. When graded against U.S. -derived DAIDS AE grading criteria, we observed 774 (35.3%) volunteers with grade one or higher results; 314 (14.9%) had elevated total bilirubin, and 201 (9.6%) had low neutrophil counts. These otherwise healthy volunteers would be excluded or would require special exemption to participate in many clinical trials. CONCLUSIONS: To accelerate clinical trials in Africa, and to improve their scientific validity, locally appropriate reference ranges should be used. This study provides ranges that will inform inclusion criteria and evaluation of adverse events for studies in these regions of Africa

    DEVELOPING PROFESSIONAL DISPOSITIONAL RESILIENCE AMONG TEACHER CANDIDATES: REFRAMING CHAOTIC EXPERIENCE AS RESOURCE FOR TEACHER LEARNING

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    While engagement with content knowledge and pedagogical expertise enjoys considerable attention in teacher education, the simultaneous development of professional teacher dispositions remains a necessary task of teacher preparation. In this brief non-traditional paper, experiences of teacher candidates participating in a teacher preparation program and high school partnership pilot structured-field experience in the Rio Grande Valley in Texas are explored relative to the emergent development of teacherly dispositions. Initially, professional teacher disposition – and more particularly resilience as an essential type of teacherly disposition – is defined. Later, chaotic experiences arising within the context of participation in a research-supported structured-field program are framed as valuable opportunities for teacher candidates in situ learning of resilience as a vital professional disposition for future teaching. Crucially, a natural world-based multimodal pedagogical intervention foregrounding tacit engagement with resilience is described. In conclusion, three rudimentary strategies for how experiences of chaos and complexity can be integrated as a vital component of teacher preparation contexts are offered. Ultimately, this piece describes the need to explicitly engage chaotic situations within teacher preparation contexts to foster resilience as a quintessential disposition among teacher candidates preparing to engage the unforgiving complexity of teachin

    Predatory White Antiracism

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    The following paper engages paradoxical psychic possibilities regarding how investments of “woke” White people identifying as antiracist and participating in antiracism work may both relate to an authentic desire for racial justice while simultaneously enacting unconscious, unintended forms of identity violence upon self and others. Rooted within the field of second-wave critical White studies, and applying psychoanalytic insights to a contemporary political problem with historical antecedents, it presents three aggressive – often pleasurable, melancholic, and ego-centered – pitfalls of failing to earnestly contend with the constitution of our own antiracist subjectivities: addictive atonement, predatory self-sacrifice, and progressive hatred. Throughout, it calls for soulful justice work to accompany the social justice investments of White people, and to this end elaborates on the challenges to and constituents of such necessary psycho-emotional excavation and restoration

    Racialized Language and Social Complexity: The Multilayered Plurilingual Lives of Filipina Migrants in South Korea

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    Over the past two decades, South Korea has witnessed substantial demographic shifts, and especially so as a result of a rapid increase in the number of marriage migrants to the country. Focusing on the ethnographic interview accounts of Filipina migrants in Korea, the authors investigate how the performative quality of accented speech in English both enables and constrains migrant women as they attempt to navigate and negotiate power dynamics within families, social relationships, and workplaces, as well as fashion a locally contextualized sense of identity. The following research questions guide this inquiry: How do perceptions of English language and accent performance enable and constrain the social mobility and integration of Filipina marriage migrants in South Korean society? What is the relationship between English accent and racialization in contemporary Korean society as demonstrated in Filipina migrant experiences? Within the Korean context, marriage migrants from Southeast Asian countries are frequently marginalized as cultural and linguistic minorities. However, Filipina migrants’ familiarity with English adds much complexity and nuance to their circumstances and experiences. Through a broadly Bourdieuian-inspired theoretical approach, the authors examine the variegated roles the English language plays in the lives of Filipina migrants and the ways in which Filipina migrants, in turn, grapple with the nuanced racialized implications of their language skills within the larger context of social mobility and integration
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