Critical Race Theory and International Law: Convergence and Divergence Racing American Foreign Policy

2000 ◽  
Vol 94 ◽  
pp. 260-266 ◽  
Author(s):  
Ruth Gordon
1998 ◽  
Vol 28 (4) ◽  
pp. 683
Author(s):  
K Upston-Hooper

This article considers the perspectives of four contributors to the current discourse on the Treaty of Waitangi: Professor Jane Kelsey, Dr Paul McHugh, Professor F M Brookfield and Moana Jackson.  The jurisprudential underpinnings of each authors arguments are examined.  The article focuses on the degree to which two new forms of jurisprudential thought, Critical Legal Studies and Critical Race Theory, have informed the Treaty discourse. The article concludes that, although such critical jurisprudence has yet to permeate New Zealand jurisprudence in any meaningful way, Critical Race Theory could help transform post-settler legal thinking. This article was awarded the Quentin-Baxter LLM prize in Public and International Law in 1997.


Author(s):  
Natsu Taylor Saito ◽  
Akilah J. Kinnison

Racialized privilege and subordination impact children’s rights in many ways. This chapter begins with an overview of critical race theory (CRT), a framework that has been used primarily to assess the roles played by race and racism in the US legal system. It then summarizes key provisions of international law that prohibit racial discrimination and protect the right of all peoples to self-determination, focusing on how these norms impact children’s rights. Noting the importance of addressing the intersection of race and rights, this chapter suggests that the application of CRT principles could enhance the recognition of children’s rights in international law.


2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.


Author(s):  
Britney Johnson ◽  
Ben Rydal Shapiro ◽  
Betsy DiSalvo ◽  
Annabel Rothschild ◽  
Carl DiSalvo

Author(s):  
Ihudiya Finda Ogbonnaya-Ogburu ◽  
Angela D.R. Smith ◽  
Alexandra To ◽  
Kentaro Toyama

Sign in / Sign up

Export Citation Format

Share Document