author, scholar, researcher, Diversity trainer and public speaker...
Greg Wiggan is a nationally award nominated author, scholar, researcher, public speaker, and education consultant. His research examines the intersections between diversity, equity, inclusion (DEI), and student achievement.
The Healing Power of Education: Afrocentric Pedagogy as a Tool for Restoration and Liberation
Situating the African American learning experience within the stream of historic enslavement and hundreds of years of institutionalized racism,
this timely book introduces antiracist foundations for teaching in the 21st century. The authors take a holistic approach that uses Afrocentricity to
identify and address critical omissions and distortions in school curricula. Drawing on empirical findings from a high-performing 100% African American school, they identify what teachers and students
recognize as successful features of the schools’ approach, including a unique learning environment, support systems, spiritual affirmations, evidences of Black education, a reframing of Afrocentricity, and education that promotes positive Black identity. This much-needed book demonstrates the healing power of education; provides evidence of social, emotional, and psychological transformation within the learning experience; and frames education as a tool for liberation.
The Sister Outisider in The Academy
Institutions of higher education in the United States enroll the largest number of foreign students in the world each year. As such, this book presents a phenomenological study that explores the perceptions and experiences of Afro-Caribbean international female graduate students attending Predominately White Institutions (PWIs) in the southeastern U.S. The experiences of Afro-Caribbean women have often been overlooked or homogenized in the literature as generalizable among foreign students or African Americans. Therefore, this book is guided by the following two research questions: 1. What are the academic experiences of Afro-Caribbean international female graduate students attending predominately White colleges and universities in the southeastern United States? And, 2. What unique factors have shaped Afro-Caribbean international female graduate students' experiences while attending graduate schools at predominately White colleges and universities in the southeastern United States? The data presented in this book are in-depth interviews with eight (8) Afro-Caribbean international female graduate students attending PWIs in the U.S. The findings indicate that Afro-Caribbean women navigate multiple academic and campus-based challenges associated with race, gender, and international status in schools. The book presents meditating processes, strategies, and recommendations for higher education institutions.
(NEW) Teacher Education to Enhance Diversity in STEM: Applying a Critical Postmodern Science Pedagogy
Addressing underlying issues in science education and teacher training which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst pre-service teachers.
This important text will be of interest to postgraduate students, researchers, scholars, and pre-service teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.
Race, Class, Gender, and Immigrant Identities in Education
Utilizes in-depth case study interview data to contextualize the experiences of Ethiopian women in the US.
Explores Black identity and beauty within a critical race feminism lens.
Addresses the role of community activism in addressing inequities.
Curriculum Violence: America’s New Civil Rights Issue
This book examines the historical context of African Americans’ educational experiences and provides information that helps to assess
the dominant discourse on education, which emphasizes White middle-class cultural values and standardization of students’ outcomes.
Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners.
Related to this are the issues of assessment and the current focus on high-stakes standardized testing in schools, where most teachers are forced to teach for the test.