CRITICAL RACE CONSCIOUSNESS: RECONSIDERING AMERICAN IDEOLOGIES OF RACIAL JUSTICE

2013 ◽  
Vol 36 (6) ◽  
pp. 1114-1115
Author(s):  
Kevin Hylton
Keyword(s):  
Racial Justice ◽  
Critical Race ◽  
Critical Race Consciousness

scholarly journals Antidiscrimination Meets Integration Policies: Exploring New Diversity-Related Challenges in Europe

2021 ◽  
Vol 10 (6) ◽  
pp. 221
Author(s):  
Tina Magazzini
Keyword(s):  
Critical Race Studies ◽  
Racial Justice ◽  
Critical Race ◽  
Policy Makers ◽  
Race Studies ◽  
Managing Diversity ◽  
The Past ◽  
Migrant Integration ◽  
Multi Level ◽  
Racial Ethnic

Contemporary European societies are increasingly diverse. Migration both within and to Europe has contributed over the past decades to the rise of new religious, racial, ethnic, social, cultural and economic inequality. Such transformations have raised questions about the (multi-level) governance of diversity in Europe, thus determining new challenges for both scholars and policy-makers. Whilst the debate around diversity stemming from migration has become a major topic in urban studies, political science and sociology in Europe, Critical Race Studies and Intersectionality have become central in US approaches to understanding inequality and social injustice. Among the fields where ‘managing diversity’ has become particularly pressing, methodological issues on how to best approach minorities that suffer from multiple discrimination represent some of the hottest subjects of concern. Stemming from the interest in putting into dialogue the existing American scholarship on CRT and anti-discrimination with the European focus on migrant integration, this paper explores the issue of integration in relation to intersectionality by merging the two frames. In doing so, it provides some observations about the complementarity of a racial justice approach for facing the new diversity-related challenges in European polity. In particular, it illustrates how Critical Race Studies can contribute to the analysis of inequality in Europe while drawing on the integration literature.

scholarly journals Toward a critical race analysis of the COVID-19 crisis in US carceral institutions

2021 ◽  
pp. 026101832110014
Author(s):  
Paddy Farr
Keyword(s):  
Critical Race Theory ◽  
Racial Justice ◽  
Critical Race ◽  
Public Health Response ◽  
The Public ◽  
Detention Centers ◽  
Health Response ◽  
Increased Risk ◽  
History Of ◽  
Race Analysis

People in carceral institutions are at increased risk for COVID-19 infection. Applying critical race theory to the problem of COVID-19 provides tools to analyze the risk of infection and evaluate the public health response within the imprisoned, jailed, and detained population. On the surface, this is due to factors related to a lack of hygiene products, an inability to physically distance, a low quality and inaccessible health care, and poor health. However, at root, the increased risk for infection is directly linked to the legacy of slavery and colonization within the history of US prisons, jails, and detention centers. As a solution to the crisis of COVID-19 and prevention of future pandemics within prisons, jails and detention centers, a critical race orientation provides reason and direction for mass decarceration and racial justice.

scholarly journals What’s Your Street Race? The Urgency of Critical Race Theory and Intersectionality as Lenses for Revising the U.S. Office of Management and Budget Guidelines, Census and Administrative Data in Latinx Communities and Beyond

Genealogy ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 75
Author(s):  
Nancy López ◽  
Howard Hogan
Keyword(s):  
Critical Race Theory ◽  
Administrative Data ◽  
Skin Color ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Disciplinary Boundaries ◽  
The Difference ◽  
Structural Inequities ◽  
The U.S

What’s your street race? If you were walking down the street what race do you think strangers would automatically assume you are based on what you look like? What is the universe of data and conceptual gaps that complicate or prevent rigorous data collection and analysis for advancing racial justice? Using Latinx communities in the U.S. as an example, we argue that scholars, researchers, practitioners and communities across traditional academic, sectoral and disciplinary boundaries can advance liberation by engaging the ontologies, epistemologies and conceptual guideposts of critical race theory and intersectionality in knowledge production for equity-use. This means not flattening the difference between race (master social status and relational positionality in a racially stratified society based on the social meanings ascribed to a conglomeration of one’s physical characteristics, including skin color, facial features and hair texture) and origin (ethnicity, cultural background, nationality or ancestry). We discuss the urgency of revising the U.S. Office of Management and Budget (OMB) standards, as well as the Census and other administrative data to include separate questions on self-identified race (mark all that apply) and street race (mark only one). We imagine street race as a rigorous “gold standard” for identifying and rectifying racialized structural inequities.

Building Racial Justice Into a Master's Program

2022 ◽  
pp. 98-124
Author(s):  
Jenifer Crawford ◽  
Ebony C. Cain ◽  
Erica Hamilton
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Academic Program ◽  
Master's Program ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Language Teacher Education ◽  
Curriculum Instruction ◽  
Institutional Challenges

This chapter describes a five-year equity initiative to transform a language teacher education professional master's program into one that cultivates racial justice and equity-minded practices in graduates. This chapter will review program work over the last five years on two critical efforts involved in the ongoing five-year equity-minded initiatives. The program activities include data review and planning from 2017 to 2018 and equity curricular re-design from 2018 to 2020, where faculty revised program goals, curriculum, and syllabi. Critical race theory and equity-mindedness frameworks guided this equity initiative's process, goals, and content. The authors argue that building racial justice into a professional master's program requires applying a critical race analysis to the normative assumptions about academic program redesign. Individual and institutional challenges are discussed, and recommendations for building racial justice into the curriculum, instruction, and program policies are provided.

Race and Disability: From Analogy to Intersectionality

2018 ◽  
Vol 5 (2) ◽  
pp. 200-214 ◽  
Author(s):  
Angela Frederick ◽  
Dara Shifrer
Keyword(s):  
Middle Class ◽  
People Of Color ◽  
Disability Rights ◽  
Racial Justice ◽  
Critical Race ◽  
Racial Oppression ◽  
Disabled People ◽  
Model Framework ◽  
White Middle Class ◽  
Minority Model

Sociologists are using intersectional lenses to examine an increasingly wider range of processes and identities, yet the intersection of race and disability remains a particularly neglected area in sociology. Marking an important step toward filling this gap, the authors interrogate how race and disability have been deployed as analogy in both disability rights activism and in critical race discourse. The authors argue that the “minority model” framework of disability rights has been racialized in ways that center the experiences of white, middle-class disabled Americans, even as this framework leans heavily upon analogic work likening ableism to racial oppression. Conversely, the authors examine the use of disability as metaphor in racial justice discourse, interrogating the historic linking of race and disability that gave rise to these language patterns. The authors argue that this analogic work has marginalized the experiences of disabled people of color and has masked the processes by which whiteness and able-bodiedness have been privileged in these respective movements. Finally, the authors argue that centering the positionality of disabled people of color demands not analogy but intersectional analyses that illuminate how racism and ableism intertwine and interact to generate unique forms of inequality and resistance.

scholarly journals Curriculum Integration and the Forgotten Indigenous Students: Reflecting on Métis Teachers’ Experience

in education ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 3-23
Author(s):  
Carmen Leigh Gillies
Keyword(s):  
Critical Race Theory ◽  
Curriculum Integration ◽  
Wide Spectrum ◽  
Indigenous Education ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Curricular Integration ◽  
Indigenous Students ◽  
K 12

Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K–12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools—structural determinism, anti-essentialism, and interest convergence—are utilized to examine the limitations of curricular integration as a strategy of racial justice. Keywords: Métis teachers; Indigenous education; critical race theory; integrated schools

Critical Race Theory, Racial Justice, and Education

2018 ◽  
pp. 3-10
Author(s):  
Jessica T. DeCuir-Gunby ◽  
Thandeka K. Chapman ◽  
Paul A. Schutz
Keyword(s):  
Critical Race Theory ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory
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