Jennifer de Saxe
Title
Jennifer de Saxe
Birthplace
United States of America
Primary Sources
De Saxe, J. G., & Ker, A. (2023). Disrupting an Epistemology of White Ignorance through writing a Racial Autobiography. Critical Education, 14(2), 86–100. https://ices.library.ubc.ca/index.php/criticaled/article/view/186708/185661
De Saxe, J.G. (2022). Unsettling the “white university” – Undermining color-blindness through Critical Race Theory and Testimonio. Journal for Critical Education Policy Studies, 19(3), 196–223. Accessed August 5 2022.
http://www.jceps.com/archives/12011
De Saxe, J.G. (2021). Unpacking and interrogating White supremacy educating for critical consciousness and praxis. Whiteness and Education, 6(1), 60–74.
https://doi.org/10.1080/23793406.2021.1893611
De Saxe, J.G., & Trotter-Simons, B.E. (2021). Intersectionality, decolonization, and educating for critical consciousness. Journal of Thought, 55(1/2), 3–20. https://www.jstor.org/stable/27082272
De Saxe, J.G., Bucknovitz, S., & Mahoney-Mosedale, F. (2020). The deprofessionalization of educators: An intersectional analysis of neoliberalism and education “reform”. Education and Urban Society, 52(1), 51–69.
https://doi.org/10.1177/00131245187863
De Saxe, J.G. (2019). Complicating resistance: Intersectionality, liberation, and democracy. In Yancy, G.& Apple, M. (Eds.), Educating for critical consciousness (pp. 127–145). Routledge.
https://www.taylorfrancis.com/chapters/edit/10.4324/9780429431654-9/complicating-resistance-jennifer-gale-de-saxe
De Saxe, J., & Favela, A. (2018). Good Teacher / Bad Teacher: Helping Undergrads Uncover Neoliberal Narratives That Dichotomize and Disguise Structural Inequalities. Journal of Thought, 52(1–2), 29–47.
De Saxe, J.G. (2022). Unsettling the “white university” – Undermining color-blindness through Critical Race Theory and Testimonio. Journal for Critical Education Policy Studies, 19(3), 196–223. Accessed August 5 2022.
http://www.jceps.com/archives/12011
De Saxe, J.G. (2021). Unpacking and interrogating White supremacy educating for critical consciousness and praxis. Whiteness and Education, 6(1), 60–74.
https://doi.org/10.1080/23793406.2021.1893611
De Saxe, J.G., & Trotter-Simons, B.E. (2021). Intersectionality, decolonization, and educating for critical consciousness. Journal of Thought, 55(1/2), 3–20. https://www.jstor.org/stable/27082272
De Saxe, J.G., Bucknovitz, S., & Mahoney-Mosedale, F. (2020). The deprofessionalization of educators: An intersectional analysis of neoliberalism and education “reform”. Education and Urban Society, 52(1), 51–69.
https://doi.org/10.1177/00131245187863
De Saxe, J.G. (2019). Complicating resistance: Intersectionality, liberation, and democracy. In Yancy, G.& Apple, M. (Eds.), Educating for critical consciousness (pp. 127–145). Routledge.
https://www.taylorfrancis.com/chapters/edit/10.4324/9780429431654-9/complicating-resistance-jennifer-gale-de-saxe
De Saxe, J., & Favela, A. (2018). Good Teacher / Bad Teacher: Helping Undergrads Uncover Neoliberal Narratives That Dichotomize and Disguise Structural Inequalities. Journal of Thought, 52(1–2), 29–47.
Extra Resources
Profile, Te Herenga Waka — Victoria University of Wellington, Accessed March 30, 2023.
https://people.wgtn.ac.nz/jennifer.desaxe/teaching
https://people.wgtn.ac.nz/jennifer.desaxe/teaching
Collection
Citation
“Jennifer de Saxe,” Decoloniality, First Nations Thinkers and thought and practices from the Global South, accessed August 7, 2024, https://omeka.cloud.unimelb.edu.au/decoloniality-and-thinkers-from-the-global-south/items/show/557.