Christopher Knaus, Ph.D.
Dr. Christopher B. Knaus serves as Professor of Education at the University of Washington Tacoma. A race scholar and critical race theory practitioner, Dr. Knaus examines how systems of intersectional oppression (racism, sexism, heterosexism, classism, islamophobia, and related interwoven oppressions) shape schools, districts, colleges, and ideas of learning that intentionally silence students, educators, and communities of color and those who differ from presumed and violently enforced white middle class hetero norms.
Dr. Knaus additionally works to foster educational leadership pathways, including educator of color preparation and support programs that transform towards radically humanistic, critically conscious, creative, localized, decolonial educations. Dr. Knaus collaborates in South Africa, across the United States, and regionally on the West Coast, and is affiliate faculty in the Global Honors Program at UW Tacoma and in African Studies at UW Seattle.
For ongoing educator preparation work, see https://www.gyocollective.org/
| Publication Date | Bibliographic Citation |
|---|---|
| 2020 |
Rogers-Ard, R., & Knaus, C. B. (2020). Black Educational Leadership: From Silencing to Authenticity. New York: Routledge. Accessible here: https://www.routledge.com/Black-Educational-Leadership-From-Silencing-to... |
| 2020 |
Knaus, C. B., & Perkins, R. (2020). The virus of whiteness. Africa Is A Country, March 8, 2020. Retrieved at: https://africasacountry.com/2020/04/the-virus-of-whiteness |
| 2019 |
Kennemer, C., & Knaus, C. B. (2019). Towards Compassionate Care: A Critical Race Analysis of Teaching in Township Schools. Education as Change, 23, 1-21. Open access: https://upjournals.co.za/index.php/EAC/article/view/5995 |
| 2019 |
Ard, R. R., Knaus, C. B., Bianco, M., Brandehoff, R., & Gist, C. ( 2019). The Grow Your Own Collective: A Critical Race Movement to Transform Education. Teacher Education Quarterly, 46(1), 23-34. |
| 2018 |
Knaus, C. B. (2018). “If Everyone Would Just Act White”: Education as a Global Investment in Whiteness. In J. Brooks and G. Theoharis (Eds.), Whiteucation: How Privilege, Power and Prejudice is Destroying School and Society. Charlotte, NC: Information Age Publishing. |
| 2018 |
Knaus, C. B., & Brown II, M. C. (2018). The absence of indigenous African higher education: Contextualizing whiteness, post-apartheid racism, and intentionality. In M. C. Brown II & T. E Dancy II (Eds.), Black colleges across the Diaspora: Global perspectives on race and stratification in postsecondary education (Advances in Education in Diverse Communities: Research, Policy and Praxis, Vol. 14), 263-288. Emerald Publishing. |
| 2017 |
Knaus, C. B. (2017). “A Fairy Tale in a Song is No Message”: Leadership Lessons from Oliver Mtukudzi and The Black Spirits. In T. Watson, F. Beachum, & J. Brooks (Eds.), Educational Leadership and Music, 137-148. Information Age Publishing. |
| 2017 |
Knaus, C. B. (2017). Push Out: Racial Dynamics at a Turnaround School. Rethinking Schools, 31(2), 34-37. |
| 2016 |
Knaus, C. B. (2016). “We Talk But We Don’t Say Shit”: Education and the Silencing of Voice. In T. Marsh & N. Croom (Eds.), Envisioning a Critical Race Praxis in K–12 Leadership Through Counter-Storytelling, 3–23. New York: Information Age Publishing. |
| 2016 |
Chetty, R., & Knaus, C. B. (2016). Why South Africa's Universities Are in the Grip of a Class Struggle. The Conversation, 1/13/2016: http://theconversation.com/why-south-africas-universities-are-in-the-gri... |
| 2016 |
Knaus, C. B., & Brown, M. C, II (2016). Whiteness is the New South Africa: Qualitative Research on Post-Apartheid Racism. New York: Peter Lang. Available here. |
| 2015 |
Marsh, T., & Knaus, C. B. (2015). Fostering Movements or Silencing Voices: Learning from Egypt and South Africa, Leading Against Racism. International Journal of Multicultural Education, Special Issue on Anti-Racist Leadership, 17(1), 188-210. |
| 2014 |
Knaus, C. B. (2014). What if We All Wore Hoodies? Educational Silencing of Black Male Voices. In V. E. Evans-Winters & M. C. Bethune (Eds.), (Re)Teaching Trayvon: Education for Racial Justice and Human Freedom, 163-186. Boston, MA: Sense Publishers. Available online: Sense Publishers. |
| 2014 |
Knaus, C. B. (2014). Seeing What They Want to See: Racism and Leadership Development in Urban Schools. The Urban Review, 46(3), 420-444. Available here. |
| 2013 |
Rogers-Ard, R., & Knaus, C. B. (2013). From Colonization to RESPECT: How Federal Education Policy Fails Children and Educators of Color. ECI Interdisciplinary Journal for Legal and Social Policy: Vol. 3(1), 1-32. Available at: http://ecipublications.org/cgi/viewcontent.cgi?article=1020&context=ijlsp |
| 2013 |
Knaus, C. (2013). Developing Urban Youth Voice: A Framework for Culturally Responsive Classrooms. In R. Brock & G. S. Goodman (Eds.), School Sucks! Arguments for School Change in Urban Education, 9-42. New York: Peter Lang. (Reprinted from Knaus (2011). Shut Up and Listen: Teaching Writing that Counts in Urban Schools, available here and here). |
| 2013 |
Knaus, C. (2013). You Are the Ones Who Need to Hear Us: The Role of Youth Voice in a Democracy. In R. Brock & G. S. Goodman (Eds.), School Sucks! Arguments for School Change in Urban Education, 64-98. New York: Peter Lang. (Reprinted from Knaus (2011). Shut Up and Listen: Teaching Writing that Counts in Urban Schools, available here and here |