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

2019 ◽  
Vol 5 (1) ◽  
pp. 54-73 ◽  
Author(s):  
Emma Rowe
Keyword(s):  
Critical Race Theory ◽  
Education Policy ◽  
Critical Race ◽  
Race Theory ◽  
Islamic Schools

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 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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