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This chapter discusses how the authors, both faculty members who primarily instruct doctoral students, participated in a two-year faculty fellowship to build the internal capacity of university instructors to use anti-racist pedagogy within a unique undergraduate program at their university. The fellowship was organized as an action research study and evaluated using critical ethnographic methods. We explore and analyze the various ways that ethnographic methods allowed for inductive processing and contextualized sense-making by leveraging our insider perspectives. We were able to reveal hidden university dynamics through our critical reflections related to responses and processing of campus incidents of antisemitism, union protests, sexual assaults, and racism. We, the faculty fellows, facilitated professional development sessions anchored in an anti-racist pedagogical framework that would guide our pedagogical approach and introduced consultancy protocols and feedback surveys for instructors to receive additional support. These tools offered insights on how many instructors in the AUx program initiated pedagogical support and thought partnership from the fellows. In addition, the survey collected key information regarding the type of support that participants preferred to guide the facilitation of subsequent professional development sessions. Integrating ethnographic and action research strategies revealed a sobering understanding of the complex bureaucratic nature of university programs, particularly how they facilitate instructor recruitment, professional development, curriculum development, and affinity spaces.

Technological innovations have affected and modified practically every element of human life and work. Education is one of the areas that has been greatly influenced by its dynamism. Technology has created an ecosystem in which education can be delivered via e-modes. The objective of this chapter is to study the impact of personalized learning on the student’s concentration level. The research methodology is top-down and includes both primary and secondary data sources. The sample was drawn using a probability-random sampling procedure with a response distribution of 50%, a margin of error of 10%, and a confidence level of 90%. The inquiry was carried out in various Indian states throughout the academic year 2020–2023. A 419-student sample was used in the study, and they were evaluated in two rounds using a pre-tested questionnaire. The association was determined for the experiencing group utilizing SPSS Version 25 and the analytic methods of factor analysis. This chapter presents options for higher education institutions, governments, and regulators to embrace and adapt. We are convinced that the study’s various recommendations will contribute to the development of a long-term strategy and plan to achieve the aim of ‘education for all, work for all’. The study investigates how the existing education model might adapt in the near future to keep up with the shifting paradigm and the arrival of Education 5.0.

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

Most research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions’ potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color.

Drawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality.

Both institutions enacted diversity commitments. However, findings demonstrated that institutional support neglected the multiple oppressive systems impacting students of color. Additionally, prioritizing (White) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.

Findings address lesser known analyses of how the intersections between institutional climate, teacher education programs and the unique Hispanic Serving Institutional context impact student/preservice teacher and faculty/teacher educator racial diversity, demonstrate the necessity of using an intersectional lens when analyzing preservice teacher and teacher educator of color experiences, and demonstrate how racially diverse, multicultural higher education contexts can still invisibilize diversity.

This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.

Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.

This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.

This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

The purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism.

To develop the theoretical connections, the author revisits their previous scholarship on Black girls’ Afrofuturist storytelling practices to elucidate how the girls used their speculative narratives to critique the antiblackness present in their schools and the world at large and to create future worlds in which they have the power to create the world anew.

This paper discusses the relationship between BlackCrit and Afrofuturism by considering three interrelated ideas: how Afrofuturism acknowledges the antiblackness embedded in the USA; how BlackCrit makes space for liberatory Black futures and otherwise worlds; and how each theoretical idea inherently complements the other.

This paper creatively uses a hip hop album as a foundation for the portrayal of the intricate connections between Black pasts, presents and futures. As a conceptual paper, it pushes educators and researchers to consider the call and response between antiblackness and Black futurity.

The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education programs with assigned white cooperating teachers.

Drawing upon Black storytelling, testimony and breath in narrative analysis, this study showcases how Black preservice teachers navigated regularized surveillance and abandonment as part of student teaching practicum.

The authors argue that, in response to their treatment, these Black preservice teachers created resistance strategies as a way to fill the mentorship void and sustain their own future teaching careers.

The literature on Black preservice teachers does the critical work of examining how they experience their racial, linguistic and gendered identities in the classroom; however, this study focuses on their experiences with white cooperating teachers – an underresearched area in the past 10 years.