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Kenneth Fasching-Varner
Kenneth J. Fasching-Varner (August 22, 1979) is a professor whose ideas contribute to education and social reform. Fasching-Varner has proposed a non-developmental theory of white racial identity offering a direct counterpoint to the developmental theories of racial identity.〔Fasching-Varner, K.J. (2013). Working through whiteness: Examining racial identity and profession with pre-service teachers. Landham, MD: Lexington Press〕〔http://www.usaeducationnews.com/2012/12/20/lsu-school-of-education-assistant-professor-publishes-second-book-on-diversity-in-education/〕 He, along with colleagues Christine Clark and Mark Brimhall-Vargas have written about the occupation of the academy in higher education to discuss the treatment of diversity in higher education during the Obama-era.〔Clark, C., Fasching-Varner, K.J., Brimhall-Vargas, M. (2012). Occupying the academy: Just how important is diversity in higher education? Landham, MD: Rowman and Littlefield〕〔http://www.insidehighered.com/news/2012/11/02/new-book-diversity-work-higher-education〕〔http://www.lsureveille.com/news/article_5ec099ee-fbd3-11e1-b0cc-001a4bcf6878.html〕 The edited volume has received praise, being awarded the Duke University Office of Inclusion and Equity's December 2012 book of the month.〔http://www.duke.edu/web/diversitynewslinks/index.html〕 While receiving praise, the volume has also received critique from the neo-conservative Manhattan group, citing that the book does not account for fiscal needs when advocating for diversity.〔http://www.mindingthecampus.com/forum/2012/11/dont_judge_a_book_by_its_cover.html〕
Fasching-Varner has published articles, books, and book chapters, and has contributed to academic discourse through presentations at academic conferences at international, national, and local contexts.
==Early life==
Fasching-Varner grew up in Rochester, New York and attended public schools from K-8.〔Fasching-Varner, K.J. (2006). Pedagogy of respect: The inter-generational influence of Black women’s pedagogy of respect. Midwest American Educational Research Journal, 19(2), 28-35.〕 Fasching-Varner had the unique experience of being taught in K-8 by a significant number of Black female educators, whose teaching style and activism made a significant impact on his own teaching.〔Fasching-Varner, K.J. (2006). Pedagogy of respect: The inter-generational influence of Black women’s pedagogy of respect. Midwest American Educational Research Journal, 19(2), 28-35.〕 Fasching-Varner was influenced significantly by negative community narratives about the value of urban inner city students, of which he was one, and has published about the disconnect between teacher identities and student identities and the contribution of negative perspectives to community narratives about students from underrepresented groups.〔Fasching-Varner, K.J., Dodo-Seriki, V.C. (2012). Moving beyond seeing with our eyes wide shut: A response to “There is no culturally responsive teaching spoken here.” Democracy and Education, 20(1), 1-6.〕
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