A Call for Social Justice Researchers: Intersectionality as a Framework for the Study of Human Movement and Education

2021 ◽  
pp. 1-9
Author(s):  
Mara Simon ◽  
Jihyeon Lee ◽  
Megen Evans ◽  
Sheldon Sucre ◽  
Laura Azzarito
Keyword(s):  
Physical Activity ◽  
Social Justice ◽  
Critical Race Theory ◽  
Human Movement ◽  
Weight Stigma ◽  
Research Projects ◽  
Race Theory ◽  
Critical Orientation ◽  
Crucial Component ◽  
Educational Perspective

This paper advances a socio-educational and critical orientation for the study of human movement to valorize and recenter voicelessness. Representing the subjugation of marginalized people can open up possibilities for transformative research projects invested in the reimagining of equitable and inclusive studies of human movement and education. First, the authors suggest that ongoing intellectual tensions in the field are unproductive; instead, the authors advance a social justice agenda, advocating for an educational, sociocultural, and critical orientation toward human movement. Second, the authors argue for moving beyond the “exercise is medicine” mantra as a dominant, normative framing of kinesiology. Third, drawing from a socio-educational perspective, the authors propose intersectionality as a crucial component of critical race theory to explore and center the significance of health, physical activity, and movement in the lives of Black, Latinx, Native, LGBQ, and transgender groups, people with disabilities, and those who face body weight stigma, from their own viewpoints.

Constructing a Positive Intrasection of Race and Class for the 21st Century

2008 ◽  
Vol 18 (2) ◽  
pp. 249-267 ◽  
Author(s):  
Carlos R. Mccray
Keyword(s):  
Social Justice ◽  
African Americans ◽  
Critical Race Theory ◽  
Middle Class ◽  
Race Theory ◽  
Theoretical Concepts ◽  
Potential Barriers ◽  
Race And Class ◽  
Middle Class Blacks ◽  
Insight Into

This article attempts to provide some transparency with regard to how the intersection of race and class negatively affects African Americans in their effort to fight for social justice with regard to classism. Based on the explicit historical attempt to definitively make race and class synonymous, such a manufactured intersection is powerfully ingrained within the American psyche, and it has successfully created a quagmire with middle-class Blacks in their effort to fight against class injustice—specifically, those who are discriminated against in our society because of their lack of educational pedigree, economic standing, and job occupation. Thus, this article attempts to infuse sociological theoretical concepts with strands of critical race theory to provide insight into the potential barriers of middle-class Blacks’ amalgamation with African Americans of lower-wealth communities.

Drugs and Popular Culture

2017 ◽  
Author(s):  
Dimitri A. Bogazianos
Keyword(s):  
Social Justice ◽  
Popular Culture ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Cultural Production ◽  
Crime Policy ◽  
Race Theory ◽  
Fine Grained ◽  
Wide Range ◽  
Media Constructions

While criminological analyses of drugs and popular culture often focus on media constructions of drug scares and epidemics, they also draw from a wide range of interrelated influences, including critical theory, cultural studies, feminism, and critical race theory, among many others. Given that current trajectories of hypermediated cultural production in a post-crack drug landscape is unlikely to change anytime soon, ever more fine-grained analyses will be needed in order to make sense of the inextricable links between drug-related representations, crime policy, and social justice. Future scholarship in this area will continue to draw from its rich heritage as well as innovate new methodological and theoretical emphases that pay closer attention to the nontextual elements of popular cultural forms.

Integrating Critical Pedagogy With Teaching Statistics for Social Justice

2019 ◽  
pp. 538-561
Author(s):  
Basil Conway IV ◽  
Kristin Lilly
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Content Knowledge ◽  
Middle Grades ◽  
Race Theory ◽  
Pedagogical Content ◽  
Critical Thought ◽  
Teaching For Social Justice ◽  
K 12

The following chapter describes the creation and implementation of a “Content Underpinnings” course for graduate students in middle grades statistics that required students to complete a teaching for social justice lesson in a K-12 classroom. The content underpinnings course consisted of three major goals that promoted critical thought: critical race theory (CRT) and teaching for social justice (TSJ), statistical pedagogical content knowledge, and statistical content knowledge. A review of research related to each these goals is integrated with student implementation of a CRT/TSJ lesson, along with details on how this research guided the course creation and implementation. Implications and suggestions for including CRT and TSJ in mathematics are suggested as a tool to promote equity, access, and empowerment for democracy in teacher education.

scholarly journals Unmasking, Exposing, and Confronting: Critical Race Theory, Tribal Critical Race Theory and Multicultural Education

2008 ◽  
Vol 10 (2) ◽  
Author(s):  
Jeanette Haynes Writer
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Indigenous People ◽  
Educational Institutions ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory

Critical Race Theory (CRT) and Tribal Critical Race Theory (TribalCrit) offer the possibility of unmasking, exposing, and confronting continued colonization within educational contexts and societal structures, thus, transforming those contexts and structures for Indigenous People. Utilizing CRT and TribalCrit to support and inform “Multicultural Education as social justice,” we rid ourselves, our educational institutions, and ultimately the larger society from the “food, fun, festivals, and foolishness” form of Multicultural Education that maintains or propagates colonization.

scholarly journals Correcting whose errors? The principle of error correction from an ethnographic lens

2018 ◽  
Vol 47 (3) ◽  
pp. 377-380
Author(s):  
Virginia Zavala
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
The Relationship ◽  
Changing Society

Labovian sociolinguistics constitutes an important paradigm that brings to the forefront issues of social justice in linguistics and asks about the debt the scholar has towards the community once s/he gets information from it. Nevertheless, as many scholars have discussed, and even though this paradigm has focused on changing society for the better, it has serious limitations on how it conceptualizes the relationship between language and society. Based on critical race theory and language ideologies, Lewis powerfully contributes to this discussion by critiquing the principle of error correction (PEC) proposed by Labov as a particular way of conceptualizing social change. As Lewis points out at the end of the article, this principle reflects an ‘earlier era’ and needs to be reconsidered in light of the significant transformations not only in the study of language in society developed in recent decades but also in critical theory and humanities in general.

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