Vocalizing Silenced Voices

Virginia Lea, Ph.D, is Executive Director of the Educultural Foundation, and Professor of Education Emerita at Sonoma State University and the University of Wisconsin-Stout. Her several books, articles and curricula focus on unmasking cultural hegemony and white supremacy, and contributing to greater equity, social justice, antiracism, and educulturalism. Dr. Sapna Thapa is an Associate Professor and Coordinator of the Urban Early Childhood Teacher Education at Metro State University in Saint Paul, Minnesota. Her research areas focus on cross-cultural investigations of equity, quality, and diversity in early childhood teacher education. Her publications include articles related to policies on equity and quality in early childhood education and how globalization has raised the expectations of readiness for young children. Emily Hines, Ed.D, is an Associate Professor of Reading at the University of Wisconsin-Stout. She facilitates graduate reading programs and online professional development for K-12 educators. Emily’s research focus is literacy and diversity, where she believes the two intersect and are interdependent. Emily continues to grow and develop in her cultural competence and antiracism efforts.

Dedications…………………………………………………………………………………………Table of Contents………..………………………………………………………………………….


List of Illustrations………………………………………………………………………………….


Preface………………………………………………………………………………………………Acknowledgements………………………………………………………………...………………


Endorsements……………………………………………………………………………………….Introduction…………………………………………………………………………………………


Contextualizing silenced student, faculty, staff and community voices in higher education: White accountability and cultural hegemony


Chapter One……………………………………………………………………………………...…


Author narratives


Chapter Two……………………………………………………………………………………...…


Hegemonic Practices designed to maintain the U.S. social order


Chapter Three………………………………………………………………………………………　


Methodology: Research on silenced voices in the context of Covid 19 and anti-racist protest


Chapter Four………………………………………………………………………………………


Research on silenced student voices: The African American, Hmong and Latinx cohorts


Chapter Five………………………………………………………………………………………


Research on silenced student voices: The white cohort, white privilege and white accountability


Chapter Six…………………………………………………………………………………………


Campus Activism: "E-race and e-radicate stereotypes" Dialogues and "Breaking Barriers"


Chapter Seven………………………………………………………………………………………


Campus and Community: Faculty, staff and community narratives about silencing


Chapter Eight……………………………………………………………………………………….


A Framework for identifying and interrupting how voices are silenced by racism, white supremacy and social caste


Chapter Nine—Conclusions………………………………………………………………………..


Towards a more perfect vocalizing of silenced student, faculty, staff and community voices and white accountability


Appendix 1…………………………………………………………………………………………


Definitions of relevant theory used in the book


Appendix 2…………………………………………………………………………………………


Resources


Appendix 3…………………………………………………………………………………………


Information about the students who participated in our original research


Notes on Contributors………………………………………………………………………………


List of Index Terms………………………………………………………………………………..