The article is principally written for adult educators. It models an auto-ethnographic approach situating this within a critical pedagogic orientation. As an adult educator working in the Republic of Ireland, I draw from two instances in my own life that helped me to re-think my racialised identity. By reflecting on discomforts in terms of my own…

This commentary revisits compelling arguments put forth by the contributors to this special issue on the role of race and ethnicity in academic motivation research. First, an overview of how race and motivation have been positioned in prominent theories of motivation is provided and juxtaposed with those offered in culturally responsive…

The topic of how reflexivity ought to be utilized in the global aspect of research is yet to be fully theorized in educational research. Through the use of rigorous reflexivity, this paper examines a "halfie" researcher's negotiation of insider and outsider identities within his transnational home/field site of Nepal. By examining how…

Considerable progress has been made in Australia toward the attainment of equitable educational outcomes by Aboriginal people during the past 30 years, and by people of the Torres Strait Islands during the past 15 years. Although parity of outcomes has not yet been achieved, Indigenous education is now positioned within the core business of both…

Each semester, Julia G. Brooks writes "silence=agreement" on the board during a discussion of socialization in her Introductory Sociology classes, and invites students to discuss their initial responses to this statement. Inevitably, there are students who agree with the statement outright, claiming "If people have something to say…