Show Notes
Equity Leadership Now! hosts conversations with equity-conscious leaders from pre-K through university settings who transform structures and strategies for educating students, particularly for those from historically marginalized communities.
In Episode 4, Professor Jabari Mahiri engages in conversation with Dr. Daniel Solórzano and Dr. Lindsay Pérez Huber. Dr. Solórzano is a Professor of Social Science and Comparative Education and Director of the Center for Critical Race Studies in Education at the School of Education and Information Studies at UCLA. Dr. Pérez Huber is Professor in the College of Education at California State University, Long Beach.
The conversation highlights the importance of origin stories. Dr. Solórzano and Dr. Pérez Huber share their scholarly journeys that led to studying microaggressions. They discuss the origins of their interests and how it intersects with critical race theory. Dr. Solórzano recounts his discovery of microaggressions while researching critical race theory in education. This journey began with encountering Dr. Peggy Davis’s work, which led him to delve into the writings of Dr. Chester Pierce. Dr. Pérez Huber shares her experience of being introduced to the concept of microaggressions during her undergraduate studies and her subsequent engagement with the topic during her graduate studies.
The discussion expands to explore the role of critical race theory (CRT) in understanding racial microaggressions. Dr. Solórzano delineates the five tenets of CRT, emphasizing its focus on challenging dominant frameworks, centering experiential knowledge, and advocating for racial justice. They share their journeys into studying microaggressions, the importance of understanding macro-aggressions and institutional racism, and the impact of internalized racism within communities of color.
In response to the challenges posed by racial microaggressions and internalized racism, the conversation introduces the concept of racial micro-affirmations. These are verbal and nonverbal strategies that acknowledge and affirm individuals’ dignity, integrity, and shared humanity. Finally, the discussion touches upon the possibility of conceptualizing racial macro-affirmations within educational structures. While the concept is not fully developed, these scholars acknowledge the need to institutionalize practices that promote asset-based perspectives that affirm the humanity and value of all individuals and groups within educational institutions.
