Cleveland Hayes

Permanent URI for this collection

https://hdl.handle.net/1805/35569

Creative Resistance to Critical Race Art: Co-Creating an Urban Based Resistance Arts Curriculum

Dr. Cleveland Hayes focuses his research on the use of Critical Race Theory in education, historical and contemporary issues in Black education that include the school to prison pipeline, teaching and learning in the Latino community, and Whiteness and the intersections of sexuality and race.

The ideas and origins of critical pedagogy have spawned unique perspectives and contributions that other scholars, in different disciplines, have now incorporated in developing modernized approaches to critical pedagogy. Because resistance is a form of negotiation directed towards school-based hegemony, using Critical Race Theory this project will illustrate this teachers’ ability to use art as a form of negotiation to challenge the limitations faced by urban students. Critical art educators need to show a commitment to developing awareness, to expose and challenge socio-economic constructs, and discuss oppressive structures of power that affect students of color.

Dr. Hayes' translation of research into racial justice and empowerment for students of color is another excellent example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

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Recent Submissions

Now showing 1 - 3 of 3
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    To be woke, you must be awake: a critical response to white liberals
    (Taylor & Francis, 2023) Hayes, Cleveland
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    We Teach Too: What are the Lived Experiences and Pedagogical Practices of Gay Men of Color Teachers
    (Hipatia Press, 2014-06-21) Hayes, Cleveland
    This paper speaks to the lived experiences of gay male teachers working in K-12 settings of color as I as an individual researcher and as we as allies to begin to address the pervasive and loud silences of our attenuated presence in education. This study addresses the experiences of gay (one Black male and two Latinos) teachers of color and will identify and analyze characteristics, how the intersections of race and sexuality impact the principles and themes within the teaching strengths of three gay teachers of color and examine how the successful teaching of gay teachers of color can be used to inform social justice-oriented matters.
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    What can we learn from Big Mama?
    (Institute for Critical Education Studies, 2012-03-17) Hayes, Cleveland; Juárez, Brenda G.; Cross, Paulette T.
    Taking a multi-generational view, this study draws on oral-life histories and a qualitative, critical race analysis to explore thematic patterns over time and across the educational ideals and pedagogical practices of two African American educators from different generations of the same family—Olivia Smith (Big Mama) and her granddaughter Christie Hayes. We examine how the personal and professional experiences of these two teachers influence their respective understandings of their work and provide the basis of successful teaching for African American learners. By examining the lessons Big Mama taught and Christie learned and subsequently brought into her own classroom, it becomes possible to better understand how to more effectively prepare future teachers to draw on cultural and historical knowledge and thus successfully teach all students.