2021 AERA Presidential Address Citizen-Scholars Accepting Educational Responsibility for Eradicating Evil from Democracy and Schools
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| Title: | 2021 AERA Presidential Address Citizen-Scholars Accepting Educational Responsibility for Eradicating Evil from Democracy and Schools |
|---|---|
| Language: | English |
| Authors: | Shaun Harper (ORCID |
| Source: | Educational Researcher. 2026 55(4):227-232. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Race, Social Justice, Social Change, Citizenship Responsibility, Schools of Education, Masters Programs, Doctoral Programs, Graduate Students, Community Needs, Change Agents, Community Action, Racism |
| DOI: | 10.3102/0013189X261426344 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | This address begins by acknowledging contemporary social problems plaguing the United States: mass deportations and the separation of immigrant families, school shootings, police murders of unarmed Black Americans, and violence against transgender, Jewish, Muslim, and Asian American people, to name a few. Also presented are several examples of "educational evils"--curricular, testing, and experiential harms that diverse students, educators, and families too often experience in K-12 and postsecondary contexts. A study of 14 education schools is used to highlight the insufficient preparation of practitioners and scholars to address racial problems in classrooms and elsewhere on campuses. Also, a social and digital media campaign emerging from a class project aimed at raising consciousness about workplace sexual harassment is presented as an example of how faculty members can assume greater responsibility for preparing students to disrupt harm. The address concludes with an articulation of who citizen-scholars are and the presentation of some specific actions they take. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503715 |
| Database: | ERIC |
| Abstract: | This address begins by acknowledging contemporary social problems plaguing the United States: mass deportations and the separation of immigrant families, school shootings, police murders of unarmed Black Americans, and violence against transgender, Jewish, Muslim, and Asian American people, to name a few. Also presented are several examples of "educational evils"--curricular, testing, and experiential harms that diverse students, educators, and families too often experience in K-12 and postsecondary contexts. A study of 14 education schools is used to highlight the insufficient preparation of practitioners and scholars to address racial problems in classrooms and elsewhere on campuses. Also, a social and digital media campaign emerging from a class project aimed at raising consciousness about workplace sexual harassment is presented as an example of how faculty members can assume greater responsibility for preparing students to disrupt harm. The address concludes with an articulation of who citizen-scholars are and the presentation of some specific actions they take. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X261426344 |
