Rican Vue

Investigates how racist gaslighting operates within education policy and political discourse, particularly in ways that distort, deny, or minimize experiences of racial harm. Demonstrates that these discursive practices can undermine efforts toward equity by shifting attention away from structural racism and invalidating the lived realities of marginalized communities.

Reconsiders how concepts of justice in higher education are shaped within an increasingly anti-DEI political and legal environment. Suggests that historical understandings of justice can provide alternative pathways for advancing equity, even as institutions face growing restrictions on diversity and inclusion efforts.

Examines how emotions are used in public debates over bans on Critical Race Theory in education and how these narratives shape perceptions of race and schooling. Reveals that feelings such as fear and threat play a central role in supporting restrictions on discussions of race.

Considers how HMong ways of knowing can reshape dominant narratives and expand understandings of identity, history, and community. Illustrates that centering HMong perspectives creates space for more authentic storytelling, cultural affirmation, and new possibilities for knowledge and belonging.

Analyzes how ethnic studies is shaped by competing political interests and debates over race in education. Argues that strengthening racial literacy through ethnic studies can challenge racial inequities and foster more inclusive, informed, and connected communities.

Explores how Hmong American college students organize to increase their visibility, amplify their voices, and strengthen their sense of belonging on campus. Highlights that student-led organizing serves as a powerful means of advancing community, representation, and institutional change while creating new opportunities for leadership and advocacy.