Harvard Educational Review
  1. Winter 2014 Issue »

    The Kinesiology of Race

    MYOSHA McAFEE
    In this research article, Myosha McAfee presents findings from her grounded theory and microethnographical study of math instruction in a racially and socioeconomically diverse public school. Her analysis puts forth a new theory—the kinesiology of race—which conceptualizes race as a verb rather than a noun. It centrally considers how racial patterns and hierarchies emerge through the accumulation of ordinary, everyday interactions. Rather than focus on the relationship between individuals’ beliefs and actions, McAfee identifies three racial kinetics occurring in the classroom—sifting, gridlocking, and advantaging—and maintains that, over time, these processes inform the racial stratification of students’ learning experiences and academic outcomes. The kinesiology of race theory differs from pre-existing frameworks of race as a category, identity, or outcome (i.e., racism) and can reframe thinking about how race works.

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    Myosha McAfee is the CEO and founder of Racial Equitecture, where she operates as a racial equitect, social entrepreneur, and social theorist. As a racial equitect, she studies racialization in organizations and “equity-realizing leadership.” McAfee maps the racial anatomy of organizations, codevises equity blueprints, and designs discovery moments of impact to expand organizational fortitude. The mission of Racial Equitecture is to build lasting solutions to racial inequality. In 2013, the University of Michigan’s National Center for Institutional Diversity awarded her a citation for exemplary scholarship, and in 2014 it named her a Diversity Scholar. McAfee has presented at the American Educational Research Association Conference and the Teachers of Color Institute for Racial Justice. Prior to graduate school, she received the Multicultural Teaching Award from San Jose State University for her work as an elementary school teacher. She has also helped to found two institutions: a high-achieving middle school in New York and a college-access nonprofit in Texas.
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    Winter 2014 Issue

    Abstracts

    Toward a Relational Perspective on Young Black and Latino Males
    The Contextual Patterns of Disclosure as Coping
    David J. Knight
    The Kinesiology of Race
    MYOSHA McAFEE
    The Maker Movement in Education
    ERICA ROSENFELD HALVERSON and KIMBERLY M. SHERIDAN
    Learning in the Making
    A Comparative Case Study of Three Makerspaces
    KIMBERLY M. SHERIDAN, ERICA ROSENFELD HALVERSON, BREANNE K. LITTS, LISA BRAHMS, LYNETTE JACOBS-PRIEBE, and TREVOR OWENS
    Electronic Textiles as Disruptive Designs
    Supporting and Challenging Maker Activities in Schools
    YASMIN B. KAFAI, DEBORAH A. FIELDS, AND KRISTIN A. SEARLE
    Symposium
    The Maker Movement in Education: Designing, Creating, and Learning Across Contexts

    Book Notes

    How College Works
    Daniel F. Chambliss and Christopher G. Takacs

    The States of Child Care
    Sara Gable