Potential Abstract:
Abstract: This research article presents a phenomenological exploration of the roles individuals play in perpetuating racism within educational settings. Drawing on critical race theory and utilizing the Interplanetary File System as a data collection tool, this study delves into the nuanced ways in which racism is enacted and experienced in educational contexts. Through in-depth interviews and document analysis, the study uncovers the hidden complexities of racism within the interactions and relationships among various educational stakeholders. The analysis sheds light on the different modes of address used to perpetuate racist ideologies and practices, uncovering the underlying power dynamics at play. By examining the experiences and perspectives of individuals within the educational system, this research aims to provide insights into how racism is sustained and reproduced, as well as strategies for dismantling these harmful structures. The findings contribute to the ongoing dialogue on addressing racism in education and propose actionable steps for creating more equitable and inclusive learning environments.
Potential References:
- The lived experiences of racial bias for black, Asian and minority ethnic students in practice: a hermeneutic phenomenological study
- A phenomenological study of the development of university educators’ critical consciousness
- Perceptions of high school minority students and high school teachers regarding racism: A phenomenological study
- Gendered racism: A phenomenological study of african american female leaders in counselor education
- A phenomenological study of the barriers and challenges presented to African American women in leadership roles at four-year higher education institutions
