Drawing on two moments from drama workshops I conducted with British Muslim youth in Manchester, UK, this paper explores how we -- as facilitators -- should wield power vis-à-vis image and improv theatre. Through an intersectional racialised and gendered (auto)ethnographic analysis of the straight, Brown, Muslim, male theatre workshop…

As four queer counseling and counselor education scholars, we used critical collaborative autoethnography to examine socialization influences on our queer, gender, and religious identities. Analysis revealed four themes describing social-cultural socialization's influence on identity negotiation processes: social-cultural/environmental influences;…

In this qualitative study, we engage in a critical discourse analysis of the counternarratives of a Black female preservice teacher (Paula) to understand how she experienced planning and teaching a literacy lesson, using a picture book about a Black girl's experience of racism, in her white mentor teacher's classroom. Drawing upon…

This article addresses the implications of intersectional qualitative interviews across identity categories of gender, race, ethnicity, and immigrant status. Responding to the research gap on the intersectionality in qualitative interviews and informed by the intersectionality framework, this reflective critical discourse study shares an analysis…

Coloniality permeates across realms and leaves no systemic stone unturned in its path. As such, coloniality manifests in our education system through a variety of practices, policies, and procedures that center Western-European modern rationality and White supremacy. To disrupt and decenter these unilateral paradigms within our schools is to…

My dissertation, titled "Walking the walk: How Writing, Rhetoric, and Composition doctoral programs prepare their graduate students for intersectional Writing Studies research," responds to recent, repeated calls for a large-scale review of the doctoral programs in Writing, Rhetoric, and Composition Studies (de Mueller and Ruiz, 2017;…

The purpose of this study was to ascertain the extent to which Black undergraduate women are engaging in High-Impact Practices (HIPs) while attending a predominately White institution of higher education and to explore how race, class and/or gender intersect to affect levels of engagement with HIPs. This study used an explanatory mixed methods…