Converging Interests, Unequal Benefits? Tribal Critical Race Theory and Miami University’s Myaamia Heritage Logo

2020 ◽  
pp. 1-10
Author(s):  
Matthew Hodler ◽  
Callie Batts Maddox
Keyword(s):  
Native American ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Interest Convergence ◽  
Language And Culture ◽  
Point Of Interest ◽  
Miami University ◽  
The University

Miami University has used Native American imagery to promote itself since its founding. In 1929, Miami teams began using the racist term Redsk*ns. In 1996–1997, they changed the name to RedHawks. Despite the strengthening relationship between the university and the tribe, the racist mascot imagery remained visible in the university community. In 2017–2018, the university returned to Native American imagery by unveiling a new “Heritage Logo” to represent a commitment to restoring the Myaamia language and culture. In this paper, the authors used tribal critical race theory to analyze how the Heritage Logo represents a point of interest convergence, where symbols of the tribe signal acceptance and recognition of the Myaamia people, while institutional racism and the possessive investment of whiteness are left ignored and unaddressed.

Tribal Critical Race Theory

2021 ◽  
pp. 191-202
Author(s):  
Bryan McKinley Jones Brayboy
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory

Undocumented Critical Theory

2018 ◽  
Vol 19 (3) ◽  
pp. 152-160 ◽  
Author(s):  
Carlos Aguilar
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Mexican Immigrants ◽  
The United States ◽  
Mexican Descent ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Liminal Experiences

Despite an increasing body of literature on undocumented immigrants and an improved access to academia by DACAdemics and undocumented scholars, the need for theories about undocumented experiences in the United States persists. In this article, I introduce the central tenets of a developing theory that I call Undocumented Critical Theory (UndocuCrit). Rooted in Critical Race Theory (CRT), Latina/o Critical Theory (LatCrit), and Tribal Critical Race Theory (TribalCrit), UndocuCrit introduces the lens to better understand the nuanced and liminal experiences that characterize undocumented communities in the United States. Although this initial rendering focuses on the experiences of Mexican immigrants and individuals of Mexican descent, UndocuCrit exhorts DACAdemics and undocumented scholars to contribute to this emerging framework by applying it to their experiences and those of other undocumented communities. As a theoretical framework, UndocuCrit challenges an immigrant binary rhetoric as well as embarking on a journey toward social justice and the empowerment of our communities.

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 A Critical Case Study of Selected U.S. History Textbooks from a Tribal Critical Race Theory Perspective

2015 ◽  
Author(s):  
Gary Padgett
Keyword(s):  
Critical Race Theory ◽  
American Indians ◽  
Critical Case ◽  
The Elderly ◽  
History Textbooks ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Critical Case Study

The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida’s 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians and analyzed how that information was portrayed. The exploratory question that guided this study was, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Janesick, 2004; Rubin & Rubin, 2005). The Five Great Values, as developed by Sanchez (2007), are Generosity and Sharing, Respect for Women and the Elderly, Getting Along with Nature, Individual Freedom, and Courage and were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address issues from an indigenous perspective. This study found that while overt racism has declined, colonialism and assimilation were still used as models when American Indians were depicted in the five selected textbooks. It also discovered the portrayal of American Indian women to be particularly influenced by the models of colonialism and assimilation.

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