@article{pasque_patton_gayles_gooden_henfield_milner_peters_stewart_2021, title={Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy}, ISSN={["1552-356X"]}, DOI={10.1177/15327086211060451}, abstractNote={We explore “Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy” to engage scholars in thinking about and reflecting on what it means to conduct qualitative research from a standpoint that honors Black lives in the research process while also disrupting racism and white supremacy. First, we unapologetically take up topics including engaging “diversity” in qualitative research, interrogating the etic perspective in the “new” focus on race, using critical perspectives to inform research and practice, examining the racialization of positionality, focusing on Black women educational leaders, and engaging schools and communities. Next, we engage in dialogue with each other to push ourselves—and you/the reader—to think more deeply about the serious and potentially dangerous implications of our research decisions. Given the unprecedented historical present we are all experiencing in our lifetime, we are committed to shifting the landscape of qualitative research as well as using research to shift our sociopolitical context toward racial equity and justice.}, journal={CULTURAL STUDIES-CRITICAL METHODOLOGIES}, author={Pasque, Penny A. and Patton, Lori D. and Gayles, Joy Gaston and Gooden, Mark Anthony and Henfield, Malik S. and Milner, H. Richard and Peters, April and Stewart, D-L}, year={2021}, month={Dec} }
 @article{ozias_pasque_2019, title={Critical Geography as Theory and Praxis: The Community-University Imperative for Social Change}, volume={90}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2018.1449082}, abstractNote={ABSTRACT University administrators, faculty, and staff must engage in newly fashioned community-university collaborations that better address systemic inequities and injustice during this complex time in U.S. history. Graduate students are tomorrow’s higher education leaders with the potential to fund, design, and facilitate curricular and cocurricular opportunities, including community engagement and service-learning initiatives. As such, we analyzed graduate students’ text and talk through critical discourse analysis and identified discourses—and pedagogical possibilities—that facilitated more socially just community-university collaborations. What emerged were 3 specific discourses of community-university collaboration that graduate students use: (a) discourses of volunteerism and service, (b) discourses of student outcomes, and (c) discourses of systems of power, where the first 2 discourses confirmed existing literature. Uniquely, some students shifted discourses over time. In addition, the 3rd discourse of systems of power reflected an expressed vision for social justice and included concepts of critical geography. In sum, a critical analysis of space emerged as a useful tool for building and sustaining social justice-oriented talk, understandings, and practices of community-university engagement. The current study advances new understandings about critical geography as a theoretical approach and analytical tool for community-university engagement and service learning.}, number={1}, journal={JOURNAL OF HIGHER EDUCATION}, author={Ozias, Moira and Pasque, Penny}, year={2019}, pages={85–110} }
 @article{pasque_vargas_2014, title={Performances of Student Activism: Sound, Silence, Gender, and Dis/ability}, volume={2014}, ISSN={0271-0560}, url={http://dx.doi.org/10.1002/HE.20105}, DOI={10.1002/HE.20105}, abstractNote={This chapter explores the various performances of activism by students through sound, silence, gender, and dis/ability and how these performances connect to social change efforts around issues such as human trafficking, homeless children, hunger, and children with varying abilities.}, number={167}, journal={New Directions for Higher Education}, publisher={Wiley}, author={Pasque, Penny A. and Vargas, Juanita Gamez}, year={2014}, month={Sep}, pages={59–71} }
 @article{pasque_kuntz_2013, title={From theoretical language to the interstices of daily practice: Reducing competency stripping through transformative teaching and learning}, volume={37}, ISSN={0309-877X 1469-9486}, url={http://dx.doi.org/10.1080/0309877X.2012.684039}, DOI={10.1080/0309877X.2012.684039}, abstractNote={As a part of the next generation of critical qualitative scholars, we hope to challenge the current connections (or lack thereof) between methodological paradigms and lived action in order to achieve marked social change. Yet we operate within institutionalised boundaries and an academic culture that does not often encourage critical interrogations of research questions or the exploration of social justice issues (Austin 2002). Giroux and Giroux (2004, 82) state that educators need a ‘new language’ in which young scholars are central to social and public transformation. This paper addresses this new language and extends the argument to include congruent daily action. Specifically, the goal of the paper is to encourage language and daily practices that promote transformative research and teaching on social justice issues in a way that mirrors our critical methodological choices. Further, we seek to address institutionalised silence regarding teaching and learning pedagogies through exploring power relationships (Foucault 1976) between rising scholars and current faculty via exploration of instructional vignettes. We argue that congruency between theoretical language and daily action may be fostered within faculty/student relationships in order to encourage future scholars to actualise a connection between reflexivity, theory and practice. We showcase the dissonance that exists between the current language with which we critically speak about our methodologies and potential transformative language among faculty and graduate students during a critical time of learning.}, number={6}, journal={Journal of Further and Higher Education}, publisher={Informa UK Limited}, author={Pasque, Penny A. and Kuntz, Aaron M.}, year={2013}, month={Nov}, pages={786–803} }
 @article{pasque_chesler_charbeneau_carlson_2013, title={Pedagogical approaches to student racial conflict in the classroom.}, volume={6}, ISSN={1938-8934 1938-8926}, url={http://dx.doi.org/10.1037/A0031695}, DOI={10.1037/A0031695}, abstractNote={The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students’ learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigorously, while others approach it with considerable anxiety about their own knowledge or skills and students’ emotional reactions. This article explores some of the ways faculty address student conflict amid and around racial diversity in the classroom. Interviews with 66 faculty of different races and ethnicities, genders, and disciplines led to analyses of the various approaches they enacted and dilemmas they experienced in the face of such racial conflict. They include a range of decisions, such as: to avoid conflict through attempts to control the classroom environment; to minimize such conflict; to divert or distract students’ attention from conflict; to react to the conflict in a way that attempts to incorporate tensions for further learning; and to proactively design course activities to normalize and surface conflict in ways that enhance students learning about race and racial interactions. Examples and analysis of different ways of dealing with classroom racial diversity and conflict as well as the need for interventions to improve faculty members’ ability to deal with such situations are offered.}, number={1}, journal={Journal of Diversity in Higher Education}, publisher={American Psychological Association (APA)}, author={Pasque, Penny A. and Chesler, Mark A. and Charbeneau, Jessica and Carlson, Corissa}, year={2013}, pages={1–16} }
 @article{kuntz_gildersleeve_pasque_2011, title={Obama's American Graduation Initiative: Race, Conservative Modernization, and a Logic of Abstraction}, volume={86}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2011.616130}, DOI={10.1080/0161956X.2011.616130}, abstractNote={The American Graduation Initiative stands as the cornerstone of the Obama administration's higher education agenda. To investigate the state of the politics of education in the Age of Obama, this article employs critical discourse analysis to unveil the hidden meanings and ideological commitments inherent in Obama's policy discourse. Read within and against the backdrop of what Apple (2006) called the era of conservative modernization, Obama's policy discourse relies on a logic of abstraction that serves to promote a falsely “postracial” society in which hegemonic notions of education are perpetuated.}, number={5}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Kuntz, Aaron M. and Gildersleeve, Ryan Evely and Pasque, Penny A.}, year={2011}, month={Nov}, pages={488–505} }
 @article{pasque_bowman_small_lewis_2009, title={Student-Created Curricular and Co-Curricular Pathways Toward Participation in a Diverse Democracy}, volume={11}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960903028750}, DOI={10.1080/15210960903028750}, abstractNote={This study explored the ways in which undergraduate students intentionally navigate complex curricular and co-curricular choices in preparation for engaging in a diverse democracy. Our study examined these choices among students at a university that lacks formal structures to facilitate these choices. Four curricular and co-curricular pathways that exemplify particular forms of the student experience across disciplines emerged and are discussed.}, number={2}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Pasque, Penny A. and Bowman, Nicholas A. and Small, Jenny L. and Lewis, Rachel}, year={2009}, month={Jun}, pages={80–89} }