Addressing Epistemological Racism in Sport Management Research

2005 ◽  
Vol 19 (4) ◽  
pp. 464-479 ◽  
Author(s):  
John N. Singer
Keyword(s):  
Critical Race Theory ◽  
Race And Ethnicity ◽  
Sport Management ◽  
White Supremacy ◽  
People Of Color ◽  
Management Research ◽  
Race Theory ◽  
Critical Areas ◽  
Research And Education ◽  
Insight Into

Sport management scholars must begin to recognize the significance of race and ethnicity as viable epistemological considerations in research inquiry. This article discusses the concept of “epistemological racism” (Scheurich & Young, 1997) and argues that critical race theory (CRT) is a legitimate epistemological and theoretical alternative to research approaches that have typically been based on the dominant worldview (i.e., Eurocentrism), and that it is an appropriate framework for conducting race-based emancipatory research in sport management. In particular, because CRT focuses on issues of justice, liberation, and the empowerment of people of color in a society based on White supremacy (i.e., Eurocentrism), the primary purpose of this article is to provide sport management scholars and students with insight into how CRT’s epistemological and methodological bases could be applied to critical areas of research in our field. The article concludes with some practical suggestions for how we can address epistemological racism in our sport management research and education.

scholarly journals Straddling Death and (Re)birth: A Disabled Latina’s Meditation on Collective Care and Mending in Pandemic Times

2020 ◽  
pp. 107780042096016
Author(s):  
Lisette E. Torres
Keyword(s):  
Critical Race Theory ◽  
Lived Experience ◽  
Indigenous People ◽  
White Supremacy ◽  
People Of Color ◽  
Critical Race ◽  
Race Theory ◽  
Black Lives Matter ◽  
Critical Autoethnography ◽  
The Way

This critical autoethnography, informed by Critical Race Theory (CRT), intersectionality, and DisCrit, explores the lived experience of a disabled Latina mother-scholar during COVID-19. She uses meditation to think about macroscopic conceptions of independence and time, asking how COVID-19 has changed the way she relates to others and her scholarship. In the process of journaling and engaging in different evocative prompts, she has visceral responses to the death of George Floyd, the Black Lives Matter (BLM) Movement, and the suffering of Black, Indigenous, People of Color (BIPOC) communities. The author realizes that contemplative methodologies should center collective care and mending to “let go” of White supremacy, ableism, and sexism.

scholarly journals Dis/Abled Student Campusmaking: Sites of New Possibility

2021 ◽  
Vol 11 (11) ◽  
pp. 745
Author(s):  
Eddie Comeaux ◽  
Danielle Mireles ◽  
Anna Acha
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
People Of Color ◽  
Equal Access ◽  
Postsecondary Students ◽  
Critical Race ◽  
Structural Barriers ◽  
Race Theory ◽  
Insight Into ◽  
Do So

Scholars have attempted to reveal the structural barriers that dis/abled students cope with and navigate during college, but it remains unclear how these students interpret their experiences on campus and what strategies they employ to manage and respond to unsupportive and hostile campus climates. In this paper, we describe freedom movements that sought to secure equal access to opportunities and rights for people with dis/abilities, and we highlight and explain forms of resistance among d/Deaf and dis/abled postsecondary students. To do so, we draw on dis/ability critical race theory and also advance the concept of campusmaking, which refers to the ways that students navigate complex campus spaces and create sites of togetherness and resistance. We discuss broader structural and climate issues facing college students with dis/abilities, particularly those who are Black, Indigenous, and people of color. In so doing, we gain insight into dis/abled student campusmaking amid and in spite of ableist and racist postsecondary contexts. We conclude with a discussion of the gaps in existing research and the questions that warrant further study.

scholarly journals ENTREPRENEURS' EDUCATION: CRITICAL AREAS FOR THE PEDAGOGIC‐DIDACTIC AGENDA AND BEYOND

2006 ◽  
Vol 7 (4) ◽  
pp. 163-170 ◽  
Author(s):  
Herbert Grüner ◽  
Lars Neuberger
Keyword(s):  
Small Contribution ◽  
Entrepreneurship Research ◽  
Critical Areas ◽  
University Level ◽  
Research And Education ◽  
Reflection On Practice ◽  
Insight Into

In the following article we aim to give the reader an insight into the problems we have encountered since we began developing a curriculum for entrepreneur education at university level. We have been able to find solutions to some of the problems faced. More interesting though seem to be the quandaries which crop up almost automatically when pedagogues attempt to formulate a programme of “Entrepreneur Education”. They give us occasion to critically reflect on some accepted standpoints, and should also open up interesting perspectives for the reader for his or her own consideration. As such we intend to spend more time on the quandaries whilst providing rather brief sketches of our solutions. We hope to be able to offer a small contribution to the field in order to fuel critical debate in the discipline of Entrepreneurship Research and Education; debate whose aim is to effect critically constructive reflection on practice and existing knowledge, and forge innovative new paths towards the object of research.

scholarly journals Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

2016 ◽  
Vol 24 ◽  
pp. 14 ◽  
Author(s):  
Michael Barnes ◽  
Emily Germain ◽  
Angela Valenzuela
Keyword(s):  
Critical Race Theory ◽  
Culturally Relevant Pedagogy ◽  
Textual Analysis ◽  
Teach For America ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Neoliberal Ideology ◽  
Relevant Pedagogy ◽  
Insight Into

We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework.  Specifically, we answer the following questions:  What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA’s founding document and later works by Wendy Kopp?  To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA’s contribution to a “culture of achievement” (Kopp & Farr, 2011) constitute an actual “poverty of culture” (Ladson-Billings, 2006a) that enacts real harms on communities of color? 

In the End, There Is No Such Thing as Unconscious Racism: CRT/Asian American Crit Counterstories by Undergraduate Students During the Pandemic

2021 ◽  
pp. 153270862110540
Author(s):  
Jeremy Hau Lam ◽  
Katrina Le ◽  
Laurence Parker
Keyword(s):  
Critical Race Theory ◽  
Undergraduate Students ◽  
Asian American ◽  
White Supremacy ◽  
The United States ◽  
Critical Race ◽  
Asian American Women ◽  
Race Theory ◽  
Spring Semester ◽  
Honors College

This article emerged from undergraduate students in an Honors College class on critical race theory at the University of Utah during the spring semester 2020 during the pandemic. The counterstories evolve around critical race theory/Asian American Crit and the historical and current violence against the Asian American community in the United States. Given the recent anti-Asian American backlash which has emerged through the COVID-19 crisis, to the March 2021 murders of the Asian American women and others in Atlanta, we present these counterstories with the imperative of their importance for critical social justice to combat White supremacy.

Finding Grace

2020 ◽  
pp. 134-145
Author(s):  
Aeriel A. Ashlee
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
Asian American ◽  
White Supremacy ◽  
Model Minority ◽  
Racial Microaggressions ◽  
First Year ◽  
Critical Race ◽  
Model Minority Myth ◽  
Race Theory

This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.

The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards

2012 ◽  
Vol 82 (3) ◽  
pp. 403-424 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Keffrelyn Brown ◽  
Anthony Brown
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Textual Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Close Textual Analysis ◽  
Insight Into

In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight into the mechanisms of marginalization in standards and a model of how to closely analyze such standards, which, the authors argue, is increasingly important as the standards and accountability movements continue to grow in influence.

New Directions in Critical Race Theory and Sociology: Racism, White Supremacy, and Resistance

2019 ◽  
Vol 63 (13) ◽  
pp. 1731-1740 ◽  
Author(s):  
Michelle Christian ◽  
Louise Seamster ◽  
Victor Ray
Keyword(s):  
Critical Race Theory ◽  
Racial Inequality ◽  
White Supremacy ◽  
Sociological Theory ◽  
Political Life ◽  
Critical Race ◽  
Race Theory ◽  
Empirical Inquiry ◽  
New Directions ◽  
The Subject

Critical Race Theory (CRT) provides a highly generative perspective for studying racial phenomena in social, legal, and political life, but its integration with sociological theories of race has not been systematic. However, a group of sociologists has begun to show the relevance of CRT for driving empirical inquiry. This special issue (our first of two on the subject) shows the relevance of CRT for sociological theory and empirical research. In this introduction, we identify primary concerns of CRT and show their sociological utility. We argue that CRT better explains the long-standing continuity of racial inequality than theories grounded in “progress paradigm,” as CRT shows how racism and white supremacy are reproduced through multiple changing mechanisms.

Sign in / Sign up

Export Citation Format

Share Document