scholarly journals The fear of multiple truths: On teaching about racism in a predominantly white school

2021 ◽  
Vol 102 (5) ◽  
pp. 18-23
Author(s):  
Antony Farag
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
White Supremacy ◽  
Critical Race ◽  
Race Theory ◽  
Marginalized Communities ◽  
Predominately White ◽  
Current Events ◽  
Elective Course ◽  
White School

In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers’ use of CRT and describes what happened when his predominately white school attempted to launch an elective course build on critical race theory.

scholarly journals Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising

2018 ◽  
Vol 38 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Jasmine A. Lee
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Underrepresented Students ◽  
Academic Advisors ◽  
Critical Race ◽  
Academic Advisor ◽  
Race And Racism ◽  
Race Theory ◽  
Marginalized Communities ◽  
Academic Professionals

The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals.

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.

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.

scholarly journals Peter Parker, White Supremacy, and Equity: The Need for Gifted Critical Race Theory

2021 ◽  
Author(s):  
Angela Novak
Keyword(s):  
Critical Race Theory ◽  
Gifted Education ◽  
White Supremacy ◽  
Critical Race ◽  
Race Theory

Brief introduction to critical race theory in education with examples from gifted education. Context of the piece is a response to an article in GCQ by S.Peters, all information is provided on the opening page.

Frameworks of Critical Race Theory

2020 ◽  
Author(s):  
Lee E. Ross
Keyword(s):  
Native Americans ◽  
Critical Race Theory ◽  
Civil Rights ◽  
White Supremacy ◽  
Education History ◽  
Critical Race ◽  
Power Structures ◽  
Race Theory ◽  
Legal Studies ◽  
American Society

Critical race theory (CRT) concerns the study and transformation of relationships among race, (ethnicity), racism, and power. For many scholars, CRT is a theoretical and interpretative lens that analyzes the appearance of race and racism within institutions and across literature, film, art, and other forms of social media. Unlike traditional civil rights approaches that embraced incrementalism and systematic progress, CRT questioned the very foundations of the legal order. Since the 1980s, various disciplines have relied on this theory—most notably the fields of education, history, legal studies, feminist studies, political science, psychology, sociology, and criminal justice—to address the dynamics and challenges of racism in American society. While earlier narratives may have exclusively characterized the plight of African Americans against institutional power structures, later research has advocated the importance of understanding and highlighting the narratives of all people of color. Moreover, the theoretical lenses of CRT have broadened its spectrum to include frameworks that capture the struggles and experiences of Latinx, Asian, and Native Americans as well. Taken collectively, these can be regarded as critical race studies. Each framework relies heavily on certain principles of CRT, exposing the easily obscured and often racialized power structures of American society. Included among these principles (and related tenets) is white supremacy, white privilege, interest convergence, legal indeterminacy, intersectionality, and storytelling, among others. An examination of each framework reveals its remarkable potential to inform and facilitate an understanding of racialized practices within and across American power structures and institutions, including education, employment, the legal system, housing, and health care.

scholarly journals The Whiteness of AI

2020 ◽  
Vol 33 (4) ◽  
pp. 685-703 ◽  
Author(s):  
Stephen Cave ◽  
Kanta Dihal
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Humanoid Robots ◽  
Critical Race ◽  
Race Theory ◽  
White People ◽  
Intelligent Machines ◽  
Film And Television ◽  
White Racial Frame

Abstract This paper focuses on the fact that AI is predominantly portrayed as white—in colour, ethnicity, or both. We first illustrate the prevalent Whiteness of real and imagined intelligent machines in four categories: humanoid robots, chatbots and virtual assistants, stock images of AI, and portrayals of AI in film and television. We then offer three interpretations of the Whiteness of AI, drawing on critical race theory, particularly the idea of the White racial frame. First, we examine the extent to which this Whiteness might simply reflect the predominantly White milieus from which these artefacts arise. Second, we argue that to imagine machines that are intelligent, professional, or powerful is to imagine White machines because the White racial frame ascribes these attributes predominantly to White people. Third, we argue that AI racialised as White allows for a full erasure of people of colour from the White utopian imaginary. Finally, we examine potential consequences of the racialisation of AI, arguing it could exacerbate bias and misdirect concern.

scholarly journals Troubled Times: Disability, Sexuality and Futurity in Mozambican, Ugandan and Zimbabwean Political Cultures

2019 ◽  
Vol 56 (1) ◽  
pp. 21-38
Author(s):  
Eleanor K Jones
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Disability Studies ◽  
White Supremacy ◽  
Critical Value ◽  
Literary Texts ◽  
Critical Race ◽  
Race Theory ◽  
Political Cultures ◽  
The Future

Abstract Since the earliest days of European expansionism, Africa has held a dual place in the Western imaginary, cast as a space of futurelessness even as white futurities were predicated on its exploitation. Appropriations of the future have persisted post-liberation, revealed in the divestment of futurity from bodies marked as queer or disabled. Drawing on historical moments and literary texts from Mozambique, Uganda and Zimbabwe, and on insights from queer theory, critical race theory and disability studies, I seek to demonstrate that the logics of white supremacy can be seen at work in these mechanisms of exclusion, even where whiteness itself is displaced – but that literary invocation of queerness and disability can thus be used to mobilize critique of this continuity. In centring the circumscription of futurity at the heart of colonialism, heteronormativity and ableism, then, I underscore the critical value of reading these as reciprocal and inextricable systems of power.

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