Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

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Dealing With the Elephant in the Classroom

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-4041-0.ch013 ◽

2018 ◽

pp. 242-255

Author(s):

Ronald William Whitaker II ◽

Angela Campbell ◽

Jeramie Iannelli

Keyword(s):

Critical Race Theory ◽

Service Learning ◽

Graduate Education ◽

Students Of Color ◽

White Privilege ◽

Educational Experiences ◽

Critical Race ◽

Race And Racism ◽

Race Theory ◽

Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

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Between Post-Racial Ideology and Provincial Universalisms: Critical Race Theory, Decolonial Thought and COVID-19 in Britain

Sociology ◽

10.1177/00380385211011575 ◽

2021 ◽

pp. 003803852110115

Author(s):

Ali Meghji ◽

Sophie Marie Niang

Keyword(s):

Critical Race Theory ◽

Racial Ideology ◽

Critical Race ◽

Race Theory ◽

Racial Inequalities ◽

Global Solidarity

This article looks at the British government’s handling of the first wave of the coronavirus pandemic. We argue that to analyse the government’s handling of this situation, we need to synergize insights from critical race theory (CRT) with decolonial thought. CRT shows how the pandemic has revealed and exacerbated racial inequalities within Britain, while these inequalities are then explained away through a post-racial ideology. Contrastingly, decolonial thought helps us to understand how Britain practises western and little Englander universalisms; neglecting other countries’ successful strategies of handling the pandemic, as they seek to pursue a ‘world-beating’ strategy to defeat the virus rather than help forge a global solidarity.

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Towards a theoretical synergy: Critical race theory and decolonial thought in Trumpamerica and Brexit Britain

Current Sociology ◽

10.1177/0011392120969764 ◽

2020 ◽

pp. 001139212096976

Author(s):

Ali Meghji

Keyword(s):

Critical Race Theory ◽

Social Systems ◽

Racial Ideology ◽

Western Civilization ◽

Critical Race ◽

Race Theory ◽

Historical Dynamics ◽

The Way

This article argues for a theoretical synergy between critical race theory (CRT) and decolonial thought. The author propounds that while CRT and decolonial thought have different scopes, we can synergize them in analysis. Specifically, decolonial thought’s transnational focus on coloniality complements CRT’s ‘presentist’ focus on national racialized social systems. The author displays the efficacy of this theoretical synergy by discussing Brexit Britain and Trumpamerica. While CRT is helpful for analysing how these political projects built upon contemporary post-racial ideology and racialized emotions, it struggles to deal with the postcolonial melancholia that runs through both political moments. Decolonial thought is thus required to tease out the transnational, historical dynamics of coloniality embodied in Brexit Britain and Trumpamerica. This is particularly apparent in the way both projects involve a desire to return the nation to its imperial glory, and to keep those who are deemed to be opposed to Western civilization – particularly ‘the Muslim’ – outside of the nation’s borders.

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Storied Lives, Dialog –> Retro-reflections: Melding Critical Multicultural Education and Critical Race Theory for Pedagogical Transformation

SIMILE Studies In Media & Information Literacy Education ◽

10.3138/sim.1.4.001 ◽

2001 ◽

Vol 1 (4) ◽

pp. 1-20 ◽

Cited By ~ 1

Author(s):

Jeanette Haynes Writer ◽

Rudolfo Chávez Chávez

Keyword(s):

Critical Race Theory ◽

Multicultural Education ◽

Critical Race ◽

Race Theory ◽

Critical Multicultural Education

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The Multidimensional Turn: Revisiting Progressive Black Masculinities in Multidimensional Masculinities and Law: Feminist Theory Meets Critical Race Theory

SSRN Electronic Journal ◽

10.2139/ssrn.2104406 ◽

2012 ◽

Author(s):

Athena Mutua

Keyword(s):

Critical Race Theory ◽

Feminist Theory ◽

Critical Race ◽

Race Theory

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Reading Islamophobia in education policy through a lens of critical race theory: a study of the ‘funding freeze’ for private Islamic schools in Australia

Whiteness and Education ◽

10.1080/23793406.2019.1689159 ◽

2019 ◽

Vol 5 (1) ◽

pp. 54-73 ◽

Cited By ~ 1

Author(s):

Emma Rowe

Keyword(s):

Critical Race Theory ◽

Education Policy ◽

Critical Race ◽

Race Theory ◽

Islamic Schools

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

Topics in Early Childhood Special Education ◽

10.1177/0271121421990833 ◽

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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