‘Who you callin’ nappy‐headed?’ A critical race theory look at the construction of Black women

2009 ◽  
Vol 12 (1) ◽  
pp. 87-99 ◽  
Author(s):  
Gloria Ladson‐Billings
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory

Critical Race Theory

2012 ◽  
pp. 426-439 ◽  
Author(s):  
Marilyn Y. Byrd
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Social Identity ◽  
Predominantly White ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Institutional Settings ◽  
Marginalized Groups ◽  
The Social

This chapter is a qualitative, narrative case study that seeks to unveil the social identity diversity of leadership from the perspective a Black woman leader. Social identity diversity is a form of difference that marginalized groups, such as Black women, experience in predominantly White organizational and institutional settings as a result of intersectionality. Social identity diversity creates multiple dynamics for groups such as Black women who hold leadership positions in the aforementioned settings. This study highlights the need for more inclusive and cultural perspectives of leadership, which calls for more inclusive theoretical frameworks that consider the social identity diversity of the leader. Critical race theory is presented as a theoretical framework that is useful for explaining how systems of power sustain domination and oppression in organizational and institutional settings. Implications for an emerging social justice paradigm are given.

The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School

2020 ◽  
Vol 8 (2) ◽  
pp. 83-94
Author(s):  
Viviane Ines Weschenfelder
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Women Of Color ◽  
Research Data ◽  
Critical Race ◽  
Race Theory ◽  
Learning And Teaching

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

scholarly journals The Potentiality of Black Women Narratives for Inclusive Education: Developing other Subjectivities at School

2020 ◽  
Vol 2 (1) ◽  
pp. 13-24
Author(s):  
Viviane Ines Weschenfelder
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Women Of Color ◽  
Research Data ◽  
Critical Race ◽  
Race Theory ◽  
Learning And Teaching

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

2021 ◽  
pp. 004208592199841
Author(s):  
Arthur Romano ◽  
Rochelle Arms Almengor
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Restorative Justice ◽  
Case Studies ◽  
Students Of Color ◽  
White Privilege ◽  
Critical Reflection ◽  
White Led ◽  
Race Theory ◽  
Systemic Racism

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

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.

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