Practical considerations of critical race theory and Latino critical theory for Latino college students

2004 ◽  
Vol 2004 (105) ◽  
pp. 41-50 ◽  
Author(s):  
Octavio Villalpando
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Latino College Students ◽  
Critical Race ◽  
Race Theory ◽  
Latino Critical Theory

Critical Co-Constructed Autoethnography

2012 ◽  
Vol 12 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Colette N. Cann ◽  
Eric J. DeMeulenaere
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Critical Race ◽  
Race Theory ◽  
Research Relationships

In this article, the authors describe critical co-constructed autoethnography as a methodology steeped in critical theory, critical pedagogy and critical race theory. It provides a way for collaborating activist researchers to reflect on the tempo, uncertainty, and complexity of research relationships that cross boundaries into more personal spaces such as friendships. Further, critical co-constructed authoethnography creates spaces for collaborating researchers to work across differences.

Introduction

2018 ◽  
pp. 1-32
Author(s):  
Daniel F. Silva
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Queer Theory ◽  
Postcolonial Studies ◽  
Critical Race ◽  
Race Theory ◽  
Postcolonial Literatures

This introduction briefly discuss the theoretical debates into which I insert the current project, namely those within the realms of Decolonial and Postcolonial Studies with implications for interrelated branches of critical theory such as Queer Theory, Critical Race Theory, Psychoanalysis, and Deconstruction. In doing so, the introduction foregrounds the theoretical concerns raised by each text analysed, as well as the significance of these for study of Lusophone and postcolonial literatures, and beyond. By virtue of this reflection, the introduction also serves to lay out the theoretical groundwork that will inform the project.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

2009 ◽  
Vol 79 (4) ◽  
pp. 659-691 ◽  
Author(s):  
Tara Yosso ◽  
William Smith ◽  
Miguel Ceja ◽  
Daniel Solórzano
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Racial Microaggressions ◽  
Racial Climate ◽  
Critical Race ◽  
Race Theory ◽  
Campus Racial Climate ◽  
Selective Universities ◽  
Building Community ◽  
Three Stages

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

Undocumented Critical Theory

2018 ◽  
Vol 19 (3) ◽  
pp. 152-160 ◽  
Author(s):  
Carlos Aguilar
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Mexican Immigrants ◽  
The United States ◽  
Mexican Descent ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Liminal Experiences

Despite an increasing body of literature on undocumented immigrants and an improved access to academia by DACAdemics and undocumented scholars, the need for theories about undocumented experiences in the United States persists. In this article, I introduce the central tenets of a developing theory that I call Undocumented Critical Theory (UndocuCrit). Rooted in Critical Race Theory (CRT), Latina/o Critical Theory (LatCrit), and Tribal Critical Race Theory (TribalCrit), UndocuCrit introduces the lens to better understand the nuanced and liminal experiences that characterize undocumented communities in the United States. Although this initial rendering focuses on the experiences of Mexican immigrants and individuals of Mexican descent, UndocuCrit exhorts DACAdemics and undocumented scholars to contribute to this emerging framework by applying it to their experiences and those of other undocumented communities. As a theoretical framework, UndocuCrit challenges an immigrant binary rhetoric as well as embarking on a journey toward social justice and the empowerment of our communities.

scholarly journals Correcting whose errors? The principle of error correction from an ethnographic lens

2018 ◽  
Vol 47 (3) ◽  
pp. 377-380
Author(s):  
Virginia Zavala
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
The Relationship ◽  
Changing Society

Labovian sociolinguistics constitutes an important paradigm that brings to the forefront issues of social justice in linguistics and asks about the debt the scholar has towards the community once s/he gets information from it. Nevertheless, as many scholars have discussed, and even though this paradigm has focused on changing society for the better, it has serious limitations on how it conceptualizes the relationship between language and society. Based on critical race theory and language ideologies, Lewis powerfully contributes to this discussion by critiquing the principle of error correction (PEC) proposed by Labov as a particular way of conceptualizing social change. As Lewis points out at the end of the article, this principle reflects an ‘earlier era’ and needs to be reconsidered in light of the significant transformations not only in the study of language in society developed in recent decades but also in critical theory and humanities in general.

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