“Darles el lugar”: A Place for Nondominant Family Knowing in Educational Equity

2016 ◽  
Vol 55 (1) ◽  
pp. 38-65 ◽  
Author(s):  
Filiberto Barajas-López ◽  
Ann M. Ishimaru
Keyword(s):  
Parent Involvement ◽  
Critical Race Theory ◽  
Lived Experiences ◽  
Participatory Design ◽  
Research Study ◽  
Educational Equity ◽  
Educational Systems ◽  
Racial Equity ◽  
Race Theory ◽  
Design Based Research

Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric “parent involvement” activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a “place” for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity.

Calling In, Not Calling Out

2017 ◽  
pp. 217-235
Author(s):  
Anita Bright ◽  
James Gambrell
Keyword(s):  
Teacher Preparation ◽  
Critical Race Theory ◽  
Lived Experiences ◽  
Teacher Preparation Program ◽  
Critical Race ◽  
Marginalized Students ◽  
Preparation Program ◽  
Race Theory ◽  
Social Settings ◽  
Urban Institution

With a focus on transformation, this chapter engages educators in considering how the key ideas in Critical Race Theory may be immediately applicable in their own settings. The authors explain ways to define, identify, and disrupt microaggressions, and explore ways to serve as empathetic allies to marginalized students, families, and teachers. Grounded in the lived experiences of the two authors as they teach courses in an initial teacher preparation program at a large, urban institution in the Western U.S., this chapter includes vignettes that highlight the processes of calling in and being called in as a means to work towards greater equity and reduced oppression in educational and social settings.

scholarly journals A Cross-Cultural Experience of Microaggression in Academia: A Personal Reflection

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Munacinga Simatele
Keyword(s):  
Critical Race Theory ◽  
Lived Experiences ◽  
Cross Cultural ◽  
Personal Reflection ◽  
Negative Effects ◽  
Race Theory ◽  
Academic World ◽  
Cultural Experience ◽  
Extant Literature ◽  
Psychological Warfare

Microaggression is defined as subtle and often unconscious or automatic actions or statements made towards a discriminated group. It causes distress, anxiety and isolation. Microaggression can often lead to demoralisation and a feeling that one is in a constant psychological warfare. It is also ubiquitous in nature. This paper is a reflection on my experiences of microaggression as a black female academic gathered from working in six universities across five countries and two continents. I use autoethnography underscored by critical race theory thinking. The reflection has a multicultural face and is done in light of the extant literature on gendered, racial and non-native microaggression in the academic world. I find close similarities in my experiences with others. I conclude that microaggressions are ubiquitous and are inevitable in a multicultural setting. Victims need to acknowledge microaggressions and be assertive in order to mitigate the associated negative effects. Further, counterspaces provide a very useful platform for challenging the inaccuracy of victims’ lived experiences and serve as a source of validation.

scholarly journals Critical Counter-Narrative as Transformative Methodology for Educational Equity

2020 ◽  
Vol 44 (1) ◽  
pp. 269-300 ◽  
Author(s):  
Richard Miller ◽  
Katrina Liu ◽  
Arnetha F. Ball
Keyword(s):  
Critical Race Theory ◽  
Multicultural Education ◽  
Educational Equity ◽  
Critical Race ◽  
Race Theory ◽  
Promising Tool ◽  
Counter Narrative ◽  
Counter Narratives ◽  
Fundamental Goal ◽  
Transformative Action

Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.

Attending to the Adversity of Racism Against Young Black Children

2021 ◽  
pp. 237273222110293
Author(s):  
Iheoma U. Iruka ◽  
Tonia R. Durden ◽  
Nicole Gardner-Neblett ◽  
Nneka Ibekwe-Okafor ◽  
Amber Sansbury ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
White Supremacy ◽  
Well Being ◽  
Black Children ◽  
Integrative Model ◽  
Science Literature ◽  
Racial Equity ◽  
Race Theory ◽  
Minority Children ◽  
Urgent Action

The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.

Critical Race Theory, Intersectionality, and Feminist Philosophy

2021 ◽  
Author(s):  
Natalie Cisneros
Keyword(s):  
Critical Race Theory ◽  
Women Of Color ◽  
Lived Experiences ◽  
Feminist Philosophy ◽  
Critical Race ◽  
Race Theory ◽  
Black Feminist ◽  
Future Directions ◽  
Philosophical Contribution ◽  
Experiences Of Women

This chapter offers an account of central issues and themes in feminist philosophical engagements with critical race theory, reflection on examples of important contributions to this discussion, and current and future directions in feminist critical race theory. In particular, it focuses on feminist philosophy’s engagement with intersectionality as the most productive site of the field’s engagement with critical race theory. The chapter discusses the meaning of intersectionality and the importance of understanding the concept not only in terms of the field of critical race theory but also as a philosophical contribution of the Black feminist intellectual tradition. The chapter explores how Black feminist philosophers and other feminist philosophers of color have resisted the move towards operational intersectionality and opened productive, liberatory ways forward for intersectional work within feminist philosophy as a critical practice rooted in the lived experiences of women of color.

“What’s Going On?”: A Critical Race Theory Perspective on Black Lives Matter and Activism in Education

2017 ◽  
Vol 53 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Adrienne D. Dixson
Keyword(s):  
Social Media ◽  
Critical Race Theory ◽  
Education Reform ◽  
Urban Communities ◽  
Students Of Color ◽  
Critical Race ◽  
Racial Equity ◽  
Race Theory ◽  
Black Lives Matter

This article explores activism, education, and the #BlackLivesMatter movement. Using critical race theory (CRT), I analyze what this emergence of primarily youth-led activism means in the context of decades of neoliberal education reform. I raise specific questions about how youth-led activism, which has its genesis in and is largely shaped by social media, not only reflects limited robust mainstream discourses on race but also a failure of education, particularly schools and districts that serve students of color in under-resourced urban communities, to teach about and contextualize other historical movements for justice and racial equity.

scholarly journals Inside and Outside Perspectives: A Review of Invisible Asians: Korean American Adoptees, Asian American Experiences and Racial Exceptionalism

2018 ◽  
Author(s):  
Jinsu Byun
Keyword(s):  
Critical Race Theory ◽  
Asian American ◽  
Lived Experiences ◽  
Korean American ◽  
Oral Histories ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Post Colonial ◽  
Korean Adoptees

The following is a review of the book Invisible Asians: Korean American Adoptees, Asian American Experiences and Racial Exceptionalism, written by Kim Park Nelson. In the book, the author used ethnography and collected oral histories, and critical race theory and a post-colonial approach were employed as theoretical frameworks. In particular, as not only an insider (an adoptee) but an outsider (a researcher), she maintained a well-balanced view in describing vivid lived experiences of Korean adoptees and diverse sociocultural environments that impacted them. This book would be a great guide for novice qualitative researchers who want to be ethnographers and study minorities in U.S. society.

Leadership with and for Undocumented and Unaccompanied Minor Students: Resiliency, Resistance, and School Change for Racial Equity

2018 ◽  
Vol 120 (14) ◽  
pp. 1-16
Author(s):  
Joseph T. Wiemelt ◽  
Lucia Maldonado
Keyword(s):  
School District ◽  
Critical Race Theory ◽  
Institutional Change ◽  
School Change ◽  
Educational Leaders ◽  
Institutional Changes ◽  
Critical Race ◽  
Racial Equity ◽  
Race Theory

This chapter will examine the role of leadership for institutional change and racial equity as it relates to supporting undocumented and unaccompanied minor students in PK–1-12 schools. By utilizing Latin@ critical race theory (LatCrit), we will explore how the intersection of race and immigration influences how these students experience school. We will uncover the challenges and systemic oppression that students face while also highlighting the various forms of resilience and resistance that these students exhibit. By highlighting one school district, we will provide examples of what educational leaders can do to support undocumented and unaccompanied students and lead to institutional changes that result in creating more welcoming, supportive, and equitable schools and communities.

Masculinities Theory as Impetus for Change in Feminism and Law

2021 ◽  
Author(s):  
Ann C. McGinley
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Feminist Theory ◽  
Queer Theory ◽  
Lived Experiences ◽  
Legal Theory ◽  
The United States ◽  
Race Theory ◽  
Feminist Analysis ◽  
Group A

“Masculinities studies” refers to a body of theory and scholarship by gender experts in various fields of social science that has enriched the feminist analysis of law. In drawing on and incorporating masculinities theories into their work, feminist legal scholars have defined “masculinities” as a structure that gives men as a group power over women as a group, a set of “masculine” practices designed to maintain group power, and the engagement in or “doing” of these masculine practices. Although masculinities studies originated in fields outside law, legal scholars have adopted insights raised by masculinities scholars, combined with those of feminist theory, queer theory, and critical race theory, to develop a legal theory of masculinities that proposes new legal interpretations and policies that better correspond to the lived experiences of persons of different genders, races, and classes. This chapter explores how masculinities research has influenced legal feminism in the United States.

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