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Black Faces in White Spaces: Reflections on Racism and Being a Black Women in Higher Education in the Deep South
No full textBlack women have long served as the glue that binds families and communities together. They do not miss a beat in meeting expectations like showing up to work every day and making an effort not to be referred to as "angry black women." However, Black women are frequently marginalized, ignored, and silenced in several contexts, including higher education. This reflection article by a southern Black female higher education professional takes you on a journey of self-discovery and growth as she utilizes a Black feminist perspective to discuss how her willingness to push boundaries is influenced by her deep south upbringing and her lived racialized experiences working at a Southern Predominantly White Institution (PWI)
Crossroads
No full textSouth Asian Dance Studies has emerged as an international site for critical debates about various intersections of identity, power, media, and globalization. This multidisciplinary academic space is also a site for the intersections of theory and praxis/practice, criticality, and creativity. Yet, this arrival of South Asian Dance Studies is happening in a world daunted by political polarization and authoritarianism, inequalities deepened due to the pandemic, wars, refugee and environmental crises, a severe economic and political breakdown in Sri Lanka, and the changing political atmosphere in India—filled with instability, violence and divisive identity politics.
Writing about dance and its history, or even its relevance, needs new methodological frameworks that, at once, give us the ability to speak from within as well as outside. This changing scenario requires the placing of dance within the framework of intersectionality as a survival strategy against the totalitarian reframing of ideas of culture, history, gender, class, caste, human rights and the politics of assertive and often violent marginalizations. Although not directly connected to any of these issues, the three essays below are situated within these discursive spaces that we are calling crossroads. We envision them as sites for interventions
Vajira: The Pioneering Female Dancer
No full textVajira Chitrasena is regarded as a pioneer in the field of Kandyan dance, primarily for being the first female professional dancer. At nearly ninety, she was awarded the prestigious Padma Shri by the Government of India in 2021, in recognition of her art form and her contribution to dance culture in Sri Lanka. Vajira has received numerous awards from the state and private institutions in Sri Lanka, and she has been the subject of numerous articles over the years. Most of the popular writings on Vajira highlight her critical contribution in advancing the female form of a traditionally male dance, paving the way for successive generations of professional female stage dancers. These commentaries that appeared in print and, later, in online media, also document the aesthetics of her dance and the supporting role she played to the acclaimed Kandyan dancer, Chitrasena, who was her partner on stage and in life. These accounts have, however, tended to ignore her role as a multifaceted artist. In addition to being a performer, Vajira is a choreographer of traditional dances and a co-creator of numerous productions; she has also been a teacher to numerous dancers over the decades and, in this process, she has developed her own, influential pedagogy for teaching Kandyan dance
Examining the Opportunities and Access to Gifted Programs: Unintended Social and Emotional Consequences
No full textThe purpose of this article is to examine the social and emotional consequences of the inequity of access to gifted programs in the United States’ school system. To complete this study, we used a modified version of the PRISMA method to conduct a systematic literature review about the following research questions: What are the social and emotional aspects of gifted programs? What are the positive social and emotional aspects of gifted programs? What are the negative aspects of gifted programs especially for students that are not in the programs? Following the PRISMA method, we used academic databases, like ERIC, using multiple keywords such as academically gifted, gifted programs, consequences, and student perceptions. Both quantitative and qualitative studies were included, as well as peer reviewed scholarly articles relating to consequences of the gifted program. The findings include negative consequences such as a sense of elitism in the school environment, perfectionistic tendencies in gifted students, and an underrepresentation of students of color in gifted programs. In addition to negative consequences, there were also positive aspects of the access and opportunities for selection into gifted programs including an elevated motivation in gifted students and heightened time management skills from the increased rigor in coursework. 
Strategies Supporting ECE Teachers\u27 Sense of Self-Efficacy
No full textEarly childhood education programs in the United States shifted to online instruction due to the COVID-19 pandemic. Early childhood educators faced many challenges around instruction, student engagement, and strategies that would support families during this time. As educators grappled with trying to implement practices that would be effective online, they also struggled with a lower levels of self-efficacy. The present study explored how student engagement impacted teaching and learning and particularly how administrative and family support impacted teachers’ sense of self-efficacy. Implications for effective early childhood teaching strategies and the structures that need to be in place to support teachers’ self-efficacy will be discussed
Screening for Adverse Childhood Experiences (ACEs) before age 3: Evidence for the Family Map Inventory
No full textThis study examined a web-based assessment of adverse childhood experiences (eFMI-ACE) of children birth to 3 years-of-age using the Family Map Inventory (FMI-ACE) conducted by early childhood education (ECE) program staff. The paper version of FMI-ACE (pFMI-ACE) is a validated tool to screen ACEs among children birth to 5 years-of-age enrolled in home visiting programs. In this study, parents of children (N=1,591) enrolled in Early Head Start (EHS) between August 2018 and July 2020 were interviewed using the electronically formatted Family Map Inventory (FMI). The EHS providers interviewed parents through the FMI online system as part of their program family assessments. Analyses mirrored the pFMI-ACE validation study to confirm the fidelity of electric assessment of the FMI-ACE (eFMI-ACE). Further analyses examined the change in the eFMI-ACE responses in programs that interviewed families twice during EHS program participation. The eFMI-ACE score, like the validation study, was negatively associated with parental warmth and had a similar distribution. After a minimum 90 days of EHS services (M = 186, SD = 60; range 91-448), eFMI-ACE scores were statistically significantly reduced. The family-friendly screen for risk of ACEs functions similarly in electronic and paper administration and for children birth to 3 years-of-age. It showed small but statistically significant reductions after EHS services
Next Issue
No full textThe second volume is themed around the issue of censorship in dance and will include invited and openly sourced articles, interviews, book reviews, performance reviews, screendance reviews, and photographs. As a digital-only platform, it will include seminal performance excerpts as well, all of which will go through double-blind peer review and selection process. The range of contributions should aim at indicating theoretical, performative, and/ or activist intersections and interstices in South Asian dance. The contributions may hail from all geopolitical contexts where South Asian dance or its variants are practiced, nurtured, or consumed. All images, photographs or footages included, including personal, archival, performance, film, television and “found” footage, must be covered by the terms of copyright as covered in the journal’s ‘Terms of Copyright’ document.
Final deadline: January 31, 2023