Dr. Javier-Watson’s dissertation, entitled "Don't lose you": Interrogating whiteness and deficit at a no excuses charter school, examined the school in which he worked through practitioner research. Using critical organizational theory and collaborative inquiry, as well as a narrative inquiry methodology, this project looked at the experiences of teachers and staff members as they enacted the “no excuses” philosophy over the course of one school year. By coming together as an inquiry group, staff were able to process the racially stressful encounters they experienced over the previous year and theorize new and more humanizing approaches to educational practice.
Currently, Dr. Javier-Watson is partnering with public schools (both traditional and charter) to facilitate racial literacy practitioner research and inquiry groups. Specifically, he leads whole-staff trainings and inquiry groups aimed at increasing racial literacy and reducing racial stress for school leaders, teachers, deans, and other staff members. In doing so, Dr. Javier-Watson hopes to build school environments of racial healing rather than racial avoidance, to teach practitioners the skills to intervene in moments of racial stress, and to identify and resolve the interpersonal and emotional teacher-student conflicts which often lead to higher discipline rates and lower school-based outcomes for Black and Brown students.
Dr. Javier-Watson co-facilitates the REC Can We Talk? teacher professional development program with Drs. Kelsey Jones and Howard Stevenson. Can We Talk? is a classroom-based racial negotiation skills-building intervention for teachers and students designed to reduce negative stress reactions in student-teacher relationships. He also co-facilitates the Preventing Long-term Anger and Aggression in Youth (PLAAY) program and trains school-based practitioners to administer the intervention. PLAAY involves the culturally relevant teaching of emotional empowerment through athletic movement in basketball, cultural pride reinforcement in group therapy, and bonding in family interventions to help youth cope with face-to-face violence, social rejection, and stress in school and neighborhoods from peers, family, and authority figures.