scholarly journals A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England

2019 ◽  
Vol 23 (2) ◽  
pp. 241-260
Author(s):  
Alice Bradbury
Keyword(s):  
Critical Race Theory ◽  
Education Policy ◽  
Policy Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Bilingual Learners ◽  
Assessment Policy ◽  
Education Policy Analysis ◽  
Theory Framework

scholarly journals Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

2020 ◽  
pp. 089590482098446
Author(s):  
Jennifer M. Wilmot ◽  
Valentina Migliarini ◽  
Subini Ancy Annamma
Keyword(s):  
Critical Race Theory ◽  
Sexual Harassment ◽  
Education Policy ◽  
Double Helix ◽  
Black Girls ◽  
School Policy ◽  
Critical Race ◽  
Race Theory ◽  
Racialized Sexual Harassment

Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment.

scholarly journals Latinx Education Under Attack: The Implications of Immigration Policy for Education

2018 ◽  
Vol 12 (3) ◽  
pp. 148 ◽  
Author(s):  
Ruth M. López ◽  
Yalidy Matos
Keyword(s):  
Law Enforcement ◽  
Critical Race Theory ◽  
Education Policy ◽  
Target Population ◽  
Educational Institutions ◽  
Political Scientist ◽  
Critical Race ◽  
Race Theory ◽  
Group Position ◽  
Adult Immigrants

This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.

scholarly journals Linguicism and Racism in Massachusetts Educational Policy

2013 ◽  
Vol 21 ◽  
pp. 52 ◽  
Author(s):  
Kara Mitchell Viesca
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Policy Analysis ◽  
Educational Policy ◽  
State Policy ◽  
Educational Quality ◽  
Current Policy ◽  
Critical Race ◽  
Race Theory ◽  
Educational Disparities

This paper presents a critically conscious policy analysis conducted on Massachusetts state policy regarding the education of secondary multilingual learners and their teachers through the lens of critical race theory (CRT).  My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism (or language-based discrimination) towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities.

“I Was Considered a Throw Away Child”

2018 ◽  
Vol 11 (2) ◽  
pp. 17-33
Author(s):  
Taryn VanderPyl ◽  
Kelsie Cruz ◽  
Hannah McCauley
Keyword(s):  
Critical Race Theory ◽  
Young Men ◽  
Incarcerated Youth ◽  
Adult Males ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
School To Prison Pipeline ◽  
Justice Systems ◽  
Theory Framework

The concept of the school-to-prison pipeline (STPP) has been extensively studied over the last few decades, yet few have included the perspective of those whom it has affected—incarcerated adolescent and adult males. Educators and policy makers are limited in determining solutions because they are missing this key perspective. Using a critical race theory framework, we focus on the voices of incarcerated youth and adults who have personally experienced the STPP. Young men within the juvenile and adult justice systems were asked their thoughts on and experiences with the STPP. Responses from 16 participants are shared, along with what they believe would have worked to help them stay out of the system, and their recommendations for how to improve the factors contributing to the STPP

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