Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual

2004 ◽  
Vol 54 (1) ◽  
pp. 2-2
Author(s):  
Audrey Thompson
Keyword(s):  
Critical Race ◽  
Critical Race Feminism ◽  
Whiteness Theory

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 THE FEMINIST AGENDA, A FALL OF HIERARCHAL REDRESS OR AN ATTEMPT TO ESTABLISHING AN ‘EQUAL’ SOCIETY GONE WRONG: AN INTERNAL CRITIQUE TO FEMINIST THEORIES

2019 ◽  
Author(s):  
Simon Motshweni
Keyword(s):  
South Africa ◽  
Black Women ◽  
Gender Equality ◽  
South African ◽  
Legal Reform ◽  
Theoretical Point ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Feminist Theories ◽  
Point Of Departure

The aim of this paper is to interrogate the post-1994 feminist approaches to jurisprudential discourse. This interrogation will include a consideration as to whether critical instead of ‘traditional’ feminist theories contribute in transforming or decolonising South African law and jurisprudence. It is my suggestion that the inquiry to address ‘gender equality’ before and without addressing issues of racism and racial classism simultaneously in South Africa contributes effectively to the continued marginalisation of black women. As such, my position attempts to engage with the critical feminist approaches in order to address the prejudices that traditional feminist approaches impose on black women. The focal theoretical point of departure for this interrogation is critical race feminism.2 Critical race feminism proposes a progressive initiative for addressing the inconsistencies embodied within the traditional feminist approaches and is thus suitable for the South African post-apartheid context as it may trigger ‘transformative possibilities’.3 It is my contention that in order to address the marginalisation of black women, the traditional feminist approaches (such as the dominant feminist approaches) must be done away with for they are a hindrance to legal reform, as they prejudice the very structure they claim to protect.

Gendered racism : the lived experiences of black undergraduate women at an HPWI : microaggressions, space and culture

2018 ◽  
Author(s):  
◽  
Veronica A. Newton
Keyword(s):  
Black Women ◽  
Black Men ◽  
Emotional Labor ◽  
Lived Experiences ◽  
White Women ◽  
Racial Microaggressions ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Gendered Racism ◽  
Undergraduate Women

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This current study examined how Black undergraduate women experience gendered racism at a historically, predominately white university in the South. With a lack of studies on Black women's college experiences, I took a critical intersectional approach to interrogate the role of racism and patriarchy together by utilizing a Critical Race Feminism perspective. With the approach I was able to explore and examine the lived experiences of gendered racism, gendered racial microaggressions in white-maled spaces on campus, Black-maled spaces on campus, as well as white women's spaces on campus. Using a critical race feminism theoretical, conceptual and methodological framework, I interviewed 25 Black undergraduate women who attended a state-flagship university in the Mid-Southern region of the US. I also conducted ethnographic fieldwork by shadowing 5-8 different participants from June of 2015 to January 2017 on campus and off campus. The findings of this study show that Black women received gendered racial microaggressions from white men, Black men, white women students and professors on campus. Black women also receive these microaggressions in white-maled spaces and Black-maled spaces. Furthermore, Black women experience challenges that prevents their acquirement of social capital based on the way their raced and gendered bodies are read. Lastly, Black women have no spaces on campus that serve both their raced and gendered identity together and participate in emotional labor that white students and Black men students do not experience.

The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline

2017 ◽  
Vol 55 (10) ◽  
pp. 1419-1440 ◽  
Author(s):  
Dorothy Hines-Datiri ◽  
Dorinda J. Carter Andrews
Keyword(s):  
Identity Development ◽  
Zero Tolerance ◽  
Black Girls ◽  
Figured Worlds ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Theoretical Frameworks ◽  
White Femininity ◽  
And Gender ◽  
Identification With School

Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.

scholarly journals SHH, Don't Speak: The Act of Overcoming Silencing and Empowering Acts of Education

2018 ◽  
Author(s):  
James Coda ◽  
Margaret Robbins
Keyword(s):  
Mental Health ◽  
Narrative Inquiry ◽  
Queer Theory ◽  
Classroom Practice ◽  
Classroom Interactions ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Self Reflection ◽  
Sexual Identities ◽  
Methodological Approaches

Silencing appears in various avenues – classroom interactions amongst the teacher and student, hospital situations, gender/sexual identities, bullying, mental health struggles, and other forms, thus relegating individuals to the margins. This paper utilizes queer theory and critical race feminism to examine how dis(abilities) are positioned in relation to normative societal structures. Through the methodological approaches of autoethnography and narrative inquiry, we examine our stories of marginalization and silencing that have occurred in various facets of our lives. For the field of education, these stories can provide a means for other educators to invoke self-reflection on classroom practice as a way of disrupting dominant discourses that foster marginalization and silencing of students.

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