Difference, Intersectionality, and Organizing

2021 ◽  
Author(s):  
Jamie McDonald
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Postcolonial Theory ◽  
Individual Characteristics ◽  
Social Identities ◽  
Family Type ◽  
Value Systems ◽  
Theoretical Frameworks ◽  
Organizational Settings ◽  
Organizational Scholarship

In organizational scholarship, difference is broadly conceptualized as the ways in which individuals differ from each other along the lines of socially significant identities and characteristics. As such, difference encompasses social identities related to gender, race, class, sexuality, ability, and national origin. In addition to social identities, difference also encompasses individual characteristics, such as education level, family type, and health conditions. Organizational scholarship increasingly considers difference to be a constitutive feature of organizing. As such, difference is not merely one aspect of organizing that is only relevant in some circumstances, but a defining feature of organizing processes to which it is always important to attend because dominant discourses and value systems privilege certain differences over others. Central to difference scholarship is the concept of intersectionality, which holds that various identities intersect with each other to shape social and organizational experiences in ways that are intertwined with privilege and/or disadvantage. Scholarship on difference, intersectionality, and organizing has drawn from multiple critical theoretical frameworks, such as critical race theory, standpoint feminism, postmodern feminism, queer theory, and postcolonial theory. A growing amount of scholarship on difference, intersectionality, and organizing is also empirical and sheds light on how overlapping, intersectional identities matter in organizational settings and how they are embedded in power relations.

The Oxford Handbook of Feminist Philosophy

2021 ◽  
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Postcolonial Theory ◽  
The Body ◽  
Feminist Philosophy ◽  
Comprehensive Overview ◽  
Rich Diversity ◽  
Trans Studies ◽  
Feminist Perspectives ◽  
The Rich

This exciting new Handbook offers a comprehensive overview of the contemporary state of the field. The editors’ introduction and forty-five essays cover feminist critical engagements with philosophy and adjacent scholarly fields, as well as feminist approaches to current debates and crises across the world. Authors cover topics ranging from the ways in which feminist philosophy attends to other systems of oppression, and the gendered, racialized, and classed assumptions embedded in philosophical concepts, to feminist perspectives on prominent subfields of philosophy. The first section contains chapters that explore feminist philosophical engagement with mainstream and marginalized histories and traditions, while the second section parses feminist philosophy’s contributions to with numerous philosophical subfields, for example metaphysics and bioethics. A third section explores what feminist philosophy can illuminate about crucial moral and political issues of identity, gender, the body, autonomy, prisons, among numerous others. The Handbook concludes with the field’s engagement with other theories and movements, including trans studies, queer theory, critical race, theory, postcolonial theory, and decolonial theory. The volume provides a rigorous but accessible resource for students and scholars who are interested in feminist philosophy, and how feminist philosophers situate their work in relation to the philosophical mainstream and other disciplines. Above all it aims to showcase the rich diversity of subject matter, approach, and method among feminist philosophers.

Comparative Discrimination Law: Historical and Theoretical Frameworks

2017 ◽  
Vol 1 (1) ◽  
pp. 1-136
Author(s):  
Laura Carlson
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Legal Theory ◽  
The United States ◽  
Access To Justice ◽  
Theoretical Frameworks ◽  
Post Colonial ◽  
Research Perspectives ◽  
Colonial Theory ◽  
Historical Developments

AbstractHuman history is marked by group and individual struggles for emancipation, equality and self-expression. This first volume in the Brill Research Perspectives in Comparative Discrimination Law briefly explores some of the history underlying these efforts in the field of discrimination law. A broad discussion of the historical development of issues of discrimination is first set out, looking at certain international, regional and national bases for modern discrimination legal structures. The national frameworks examined are the United States, the United Kingdom and Sweden, focusing on the historical developments in each of the countries with respect to discrimination legislation. Several of the theoretical frameworks invoked in a comparative discrimination law analysis are then addressed, either as institutional frameworks or theories addressing specific protection grounds. These include access to justice, comparative law method, feminist legal theory, critical race theory, post-colonial theory, queer theory and intersectionality.

scholarly journals And ya don’t stop: investigating race, space and meaning in Toronto’s queer party ‘Yes Yes Y’all’

2021 ◽  
Author(s):  
Trudie Jane Gilbert
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Hip Hop ◽  
Major Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Sexuality And Gender ◽  
Race And Sexuality ◽  
And Gender

This Major Research Paper (MRP) is a case study of the queer hip hop and dancehall party Yes Yes Y’all (YYY). This MRP seeks to challenge white, cismale metanarratives in Toronto’s queer community. This paper employs Critical Race Theory (CRT) and queer theory as theoretical frameworks. Racialization, racism, homophobia, homonormativities and homonational rhetoric within queer discourses are interrogated throughout the analysis. In pursuit of this research, five participants and two key informants were interviewed. Four emergent themes are explored: fluid identities, the intersection of race and sexuality, dancing as expression of sexuality and gender identity, and the transgressive possibilities of YYY.

scholarly journals And ya don’t stop: investigating race, space and meaning in Toronto’s queer party ‘Yes Yes Y’all’

2021 ◽  
Author(s):  
Trudie Jane Gilbert
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Hip Hop ◽  
Major Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Sexuality And Gender ◽  
Race And Sexuality ◽  
And Gender

This Major Research Paper (MRP) is a case study of the queer hip hop and dancehall party Yes Yes Y’all (YYY). This MRP seeks to challenge white, cismale metanarratives in Toronto’s queer community. This paper employs Critical Race Theory (CRT) and queer theory as theoretical frameworks. Racialization, racism, homophobia, homonormativities and homonational rhetoric within queer discourses are interrogated throughout the analysis. In pursuit of this research, five participants and two key informants were interviewed. Four emergent themes are explored: fluid identities, the intersection of race and sexuality, dancing as expression of sexuality and gender identity, and the transgressive possibilities of YYY.

Thinking Critically in Management Education

2021 ◽  
Author(s):  
Clare Rigg
Keyword(s):  
Critical Thinking ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Postcolonial Theory ◽  
Management Education ◽  
Management Practice ◽  
Critical Management

Most would argue that critical thinking is core to higher education; that a fundamental purpose is to cultivate students’ capacity to critique arguments, to scrutinize evidence, and to reason logically. However, in management education, a different take on thinking critically emerged in the 1980s, provoked by dissatisfaction with a mainstream management education which appeared happy to teach managers how to reason, analyze, and critique, without asking fundamental questions about ends, means, values, and consequences for employees, consumers, the environment, or society. In this vein, critical management education (CME) promotes a critical engagement with the world through a combination of questioning the legitimacy of knowledge, critical reflection, and critical being or action. The purpose of thinking critically in management education is seen as moving in the direction of greater social justice and a world in which neither people, nor the environment, are oppressed. CME can encompass both critical content and critical pedagogy. Frameworks for thinking critically in CME have broadened from the original neo-Marxist and hegemony theory employed in critical management studies (CMS) to draw from postmodernist, post-structuralist, psychodynamic, feminist, ecological, critical-realist, postcolonial theory, critical race theory, and queer theory. Critical pedagogy in management education has drawn from the longer traditions of community and radical adult education, with their practices of participative methods and dialogue. In addition, reflexivity plays a central part. Teaching and learning methods used by critical management educators as ways to explore the messiness, contradictions, and paradoxes of organizations are wide and varied, and include film, drama, and literature as well as bodywork such as yoga and meditation. Criticisms of CME include the right of academics to unsettle students’ sense of themselves, potentially disruptive effects of critical reflection, educators’ presumed moral superiority, neglect of issues of race and gender, as well as the challenge that critical management is an oxymoron. To provoke critical thinking challenges educators to redefine their role and their assumptions about learning. Attempting to be a CME educator has been likened to working on the margins, as a tempered radical, with attendant stresses and risks of student, peer, and institutional disapproval. Experienced educators advocate finding “uncontested niches” to develop CME modules and materials such as an optional module or new course; exploiting spaces which speak to the priorities of institutions (such as esteem and rankings) as well as appeal to students. Research on CME has been largely restricted to single reflective accounts and evaluations of educator practice. Rich though these are, it means the field has many unanswered questions that invite further research. These include: • What are the implications of hyper-diversity in the classroom for critical pedagogies? • What are junior faculty’s experiences of trying to introduce criticality into management education? • How can CME respond to changing societal challenges? • What might be the implications of post-human socio-materiality? • What can CME offer to undergraduate and post-experience constituencies? • How can CME make a difference to management practice?

Machitia

2019 ◽  
pp. 243-264
Author(s):  
Joél-Léhi Organista
Keyword(s):  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Mobile Technology ◽  
Mobile App ◽  
Lesson Plans ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Culturally Sustaining Pedagogy

Machitia is an educator-focused mobile app prototype where educators create, collaborate, and share lesson plans. These lesson plans embed the following liberating and transformative theoretical frameworks and pedagogies called in this chapter “circles of liberation”: (1) Dis/ability critical race theory (DisCrit), (2) biliteracy, (3) culturally sustaining pedagogy, (4) radical healing, (5) critical pedagogy, (6) proficiency-based learning, (7) queer theory, and (8) decolonizing theory. After introducing those frameworks, a mapping of currently existing educator-focused platforms prelude the review of mobile technology theoretical frameworks Machitia's design incorporates. Then, the discussion turns to how all the circles of liberation and mobile technology theoretical frameworks manifest as features within Machitia. By the end of the chapter, learners and educators will have a sense of the various possibilities of, and the need for, an education-focused liberation platform.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

Rising Stars and Underdogs: The Role Race and Parental Education Play in Predicting Mentorship

2021 ◽  
pp. 0044118X2110046
Author(s):  
Veronica Fruiht ◽  
Jordan Boeder ◽  
Thomas Chan
Keyword(s):  
Critical Race Theory ◽  
Parental Education ◽  
Individual Characteristics ◽  
Conditional Inference ◽  
Youth Of Color ◽  
Social Success ◽  
Conditional Inference Tree ◽  
Tree Models ◽  
Nationally Representative ◽  
Inference Tree

Research suggests that youth with more financial and social resources are more likely to have access to mentorship. Conversely, the rising star hypothesis posits that youth who show promise through their individual successes are more likely to be mentored. Utilizing a nationally representative sample ( N = 4,882), we tested whether demographic characteristics (e.g., race, SES) or personal resources (e.g., academic/social success) are better predictors of receiving mentorship. Regression analyses suggested that demographic, contextual, and individual characteristics all significantly predicted access to mentorship, specifically by non-familial mentors. However, conditional inference tree models that explored the interaction of mentorship predictors by race showed that individual characteristics mattered less for Black and Latino/a youth. Therefore, the rising star hypothesis may hold true for White youth, but the story of mentoring is more complicated for youth of color. Findings highlight the implications of Critical Race Theory for mentoring research and practice.

scholarly journals Latina and Latino Critical Legal Theory: LatCrit Theory, Praxis and Community.

2021 ◽  
Vol 12 (2) ◽  
pp. 1316-1341
Author(s):  
Marc Tizoc Gonzalez ◽  
Saru Matambanadzo ◽  
Sheila I. Vélez Martínez
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Cultural Change ◽  
Asian American ◽  
Legal Theory ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Legal Studies ◽  
Critical Legal Theory ◽  
Latcrit Theory

Abstract LatCrit theory is a relatively recent genre of critical “outsider jurisprudence” – a category of contemporary scholarship including critical legal studies, feminist legal theory, critical race theory, critical race feminism, Asian American legal scholarship and queer theory. This paper overviews LatCrit’s foundational propositions, key contributions, and ongoing efforts to cultivate new generations of ethical advocates who can systemically analyze the sociolegal conditions that engender injustice and intervene strategically to help create enduring sociolegal, and cultural, change. The paper organizes this conversation highlighting Latcrit’s theory, community and praxis.

scholarly journals Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model

2018 ◽  
Vol 11 (3) ◽  
pp. 84 ◽  
Author(s):  
Marcela G. Cuellar ◽  
Vanessa Segundo ◽  
Yvonne Muñoz
Keyword(s):  
Critical Race Theory ◽  
Critical Role ◽  
Community Cultural Wealth ◽  
Student Experiences ◽  
Future Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Cultural Wealth ◽  
Postsecondary Access ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Astin & antonio, 2012) and integrates critical theoretical frameworks, namely critical race theory and community cultural wealth. In proposing an adapted IEO model assessing Latinx empowerment, we encourage scholars and practitioners to expand notions of what constitutes success and excellence at HSIs in terms of how they educate and empower Latinx students.

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