Beyond the culture of exclusion: using Critical Race Theory to examine the perceptions of British ‘minority ethnic’ and Eastern European ‘immigrant’ young people in English schools

Counterstorytelling, a methodology that is rooted in critical race theory, is undergirded by principles that are beneficial to understanding the experiences of lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) young people from an intersectional perspective. Counterstorytelling holds promise as a method that creates opportunities for individual transformation and resistance to dominant narratives among young people facing systemic oppression. This article outlines the design and implementation of a counterstorytelling study with LGBTQ youth and reflects on the value and associated challenges of counterstorytelling as a participatory research method.

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Out of Adolescence and Into Adulthood

Urban Education ◽

10.1177/0042085915618718 ◽

2015 ◽

Vol 51 (3) ◽

pp. 274-286 ◽

Cited By ~ 13

Author(s):

David Stovall

Keyword(s):

Special Education ◽

Critical Race Theory ◽

Young People ◽

Youth Development ◽

Educational Psychology ◽

Critical Race ◽

Education Curriculum ◽

Race Theory

In commemoration of the germinal 1995 critical race theory (CRT) in education manuscript offered by Gloria Ladson-Billings and William Tate IV, the following account seeks to perform several tasks. As CRT has traveled throughout the myriad of disciplinary foci in education (curriculum, foundations, special education, educational psychology, youth development, etc.), the following pages are an effort to continue to ask deeper questions of ourselves and CRT as we continue to work with young people and families in schools and communities.

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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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