Critiquing Print Media Transformation and Black Empowerment in South Africa: A Critical Race Theory Approach

Critical Arts ◽  
2020 ◽  
Vol 34 (4) ◽  
pp. 32-46
Author(s):  
Prinola Govenden ◽  
Sarah Chiumbu
Keyword(s):  
South Africa ◽  
Critical Race Theory ◽  
Print Media ◽  
Theory Approach ◽  
Critical Race ◽  
Race Theory ◽  
Black Empowerment ◽  
Media Transformation

Critical Race Theory for Speech-Language Pathology

2021 ◽  
pp. 84-104
Author(s):  
Chelsea Privette
Keyword(s):  
Critical Race Theory ◽  
Language Ideology ◽  
Theory Approach ◽  
Critical Race ◽  
Speech Language Pathology ◽  
Race Theory ◽  
Structural Racism ◽  
Communities Of Color ◽  
Language Pathology ◽  
Systems Of Domination

Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist structures that continue to manifest in speech-language pathology research, teaching, and practice today.

scholarly journals Colour-blind educational leadership policy: A critical race theory analysis of school principalship standards in South Africa

2020 ◽  
pp. 174114322097367
Author(s):  
Pontso Moorosi
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Critical Race Theory ◽  
South African ◽  
Race And Ethnicity ◽  
Critical Race ◽  
Race Theory ◽  
Policy And Practice ◽  
Leadership Policy ◽  
School Principalship

In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard is colour-blind. Through this omission, the policy denies the existence of racism and fails to recognise the power and influence of school leaders (and principals, in particular) in shaping the race dynamic in schools. The paper ends with implications for the improvement of leadership policy and practice.

“Why Are All the White Students Sitting in the Back of Class?” A Critical Race Theory Approach to Race Dialogue in Ethnic Studies†

2019 ◽  
Vol 42 (1) ◽  
pp. 69-82
Author(s):  
Dominick N. Quinney
Keyword(s):  
Social Change ◽  
Critical Race Theory ◽  
Identity Formation ◽  
Social Action ◽  
Race And Ethnicity ◽  
Ethnic Studies ◽  
Theory Approach ◽  
Critical Race ◽  
Race Theory ◽  
Qualitative Work

Ethnic Studies classrooms in many respects are spaces wherein healing, solidarity, and social change occur, particularly surrounding discussions about race. The discussion around race is a language in itself—complete with levels of engagement. Students from privileged groups may not have many opportunities to explore the language of race and marginalization, thus being an “outsider” to the language of these experiences. This often times leads to miscommunication and missing meaningful engagement toward collective social action and change in classroom spaces. As a result, students have powerful emotional responses to these topics, and if students’ affective and intellectual responses are not acknowledged and respected, teachers can be met with what is perceived as impermeable resistance. Drawing from the framework of Critical Race Theory, this qualitative work presents tenets of race as a language that allows for understanding identity formation and entry point into conversations of race and ethnicity. Furthermore, consistent dialogue as a way of gaining proficiency and a space for marginalized identities to share their lived experiences as a way to build upon their proficiency. This research assists in expanding the work in the pedagogy of Ethnic Studies as a space to radically connect, heal, and implement social change.

scholarly journals POSITIONING RACE AT THE CENTRE OF LEGAL DISCOURSE IN POST-APARTHEID SOUTH AFRICA: DISSECTING CLIFF V ELECTRONIC MEDIA (PTY) LTD AND THE LAND REFORM CRISIS

2016 ◽  
Author(s):  
Nonhlelo Nhleko
Keyword(s):  
South Africa ◽  
Critical Race Theory ◽  
South African ◽  
Land Reform ◽  
White Supremacy ◽  
Legal Discourse ◽  
Electronic Media ◽  
Critical Race ◽  
Race Theory ◽  
The Law

In this paper, I critique the manner in which law rationalises Black subordination and white supremacy through its assumption of racial neutrality and ontological equality.4 I seek to postulate the need for a culture of critique within South African jurisprudence and further challenge hegemonic liberal notions of ‘justice’ and the existing ‘reconciliation’ discourse. The calls for a ‘race conscious’ and general jurisprudence shall be advanced through the epistemological paradigm of Critical Race Theory which offers a politicised account of the law through the acknowledgment of the centrality of race in law and through debunking claims of law’s neutrality and objectivity.5

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