Embracing Anti-Racist Approaches and Centering Race and Racism in the Life Course Research Agenda with Dr. Iheoma U. Iruka

Poverty, race, culture, religion, or zip code should not determine a child’s trajectory, opportunity, and eventual life success. Often times, there is a focus on disparities and gaps between and among people with little consideration for root causes. Furthermore, there has been an assumption that “science” is objective and rooted in truthfulness. In this session, we will begin to examine what is racism and the necessity of research to focus on the manifestation of racism and the critical importance of a racial equity research agenda to reach racial justice. Discussion will focus on how research can be re-centered to focus on race and racism and lean into critical race theory methodological approaches to create and sustain an anti-racist research agenda.

We will begin to examine what is racism, the necessity of research focused on the manifestation of racism, and the critical importance of a racial equity research agenda. Discussion will focus on how research can be re-centered to focus on race and racism and lean into critical race theory methodologies to build an anti-racist research agenda.

Iheoma U. Iruka, Ph.D., is the Chief Research Innovation Officer and Director of The Center for Early Education Research and Evaluation at HighScope Educational Research Foundation after tenure at FPG Child Development Institute at the University of North Carolina-Chapel Hill and the Buffett Institute at the University of Nebraska. Dr. Iruka is engaged in projects and initiatives focused on how evidence-informed policies, systems, and practices in early education can support the optimal development and experiences of ethnic minority children and children from low wealth households and communities, such as through family engagement and support, quality rating and improvement systems, and early care and education systems and programs. She has been engaged in addressing how best to ensure excellence for young diverse learners, especially Black children, such as through race-centered research frameworks, examination of non-traditional pedagogical teaching approaches, public policies, and publications geared towards early education practitioners, policymakers, and researchers.

Prior to the meeting, we ask that attendees read some selections from Dr. Iruka's reading list: https://unl.app.box.com/s/ljd2jlo9vlqe6kubd5n21rfaavdd2xgp 

We also encourage you to read the article "What is Owed" by Nikole Hannah Jones in the NYT Magazine: https://www.nytimes.com/interactive/2020/06/24/magazine/reparations-slavery.html