Critical Co-Constructed Autoethnography

2012 ◽  
Vol 12 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Colette N. Cann ◽  
Eric J. DeMeulenaere
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Critical Race ◽  
Race Theory ◽  
Research Relationships

In this article, the authors describe critical co-constructed autoethnography as a methodology steeped in critical theory, critical pedagogy and critical race theory. It provides a way for collaborating activist researchers to reflect on the tempo, uncertainty, and complexity of research relationships that cross boundaries into more personal spaces such as friendships. Further, critical co-constructed authoethnography creates spaces for collaborating researchers to work across differences.

Introduction

2018 ◽  
pp. 1-32
Author(s):  
Daniel F. Silva
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Queer Theory ◽  
Postcolonial Studies ◽  
Critical Race ◽  
Race Theory ◽  
Postcolonial Literatures

This introduction briefly discuss the theoretical debates into which I insert the current project, namely those within the realms of Decolonial and Postcolonial Studies with implications for interrelated branches of critical theory such as Queer Theory, Critical Race Theory, Psychoanalysis, and Deconstruction. In doing so, the introduction foregrounds the theoretical concerns raised by each text analysed, as well as the significance of these for study of Lusophone and postcolonial literatures, and beyond. By virtue of this reflection, the introduction also serves to lay out the theoretical groundwork that will inform the project.

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 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.

Machitia

2019 ◽  
pp. 243-264
Author(s):  
Joél-Léhi Organista
Keyword(s):  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Mobile Technology ◽  
Mobile App ◽  
Lesson Plans ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Culturally Sustaining Pedagogy

Machitia is an educator-focused mobile app prototype where educators create, collaborate, and share lesson plans. These lesson plans embed the following liberating and transformative theoretical frameworks and pedagogies called in this chapter “circles of liberation”: (1) Dis/ability critical race theory (DisCrit), (2) biliteracy, (3) culturally sustaining pedagogy, (4) radical healing, (5) critical pedagogy, (6) proficiency-based learning, (7) queer theory, and (8) decolonizing theory. After introducing those frameworks, a mapping of currently existing educator-focused platforms prelude the review of mobile technology theoretical frameworks Machitia's design incorporates. Then, the discussion turns to how all the circles of liberation and mobile technology theoretical frameworks manifest as features within Machitia. By the end of the chapter, learners and educators will have a sense of the various possibilities of, and the need for, an education-focused liberation platform.

Pearls, not Problems: Exploring Transformative Education in Indigenous Australian Studies

2012 ◽  
Vol 41 (1) ◽  
pp. 10-17 ◽  
Author(s):  
Elizabeth Mackinlay ◽  
Katelyn Barney
Keyword(s):  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Transformative Education ◽  
Pedagogical Practice ◽  
Critical Race ◽  
Race Theory ◽  
Indigenous Australian ◽  
Learning And Teaching

This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term ‘Problem-Based Learning’, it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term ‘Problem-Based Learning’ (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.

scholarly journals Operationalizing Critical Race Theory in the Marketplace

2020 ◽  
pp. 074391562096411
Author(s):  
Sonja Martin Poole ◽  
Sonya A. Grier ◽  
Kevin D. Thomas ◽  
Francesca Sobande ◽  
Akon E. Ekpo ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Paradigm Shift ◽  
Analytical Tool ◽  
Critical Race ◽  
Race Theory ◽  
Systemic Oppression ◽  
The Way

Race is integral to the functioning and ideological underpinnings of marketplace actions yet remains undertheorized in marketing. To understand and transform the insidious ways in which race operates, the authors examine its impact in marketplaces and how these effects are shaped by intersecting forms of systemic oppression. They introduce critical race theory (CRT) to the marketing community as a useful framework for understanding consumers, consumption, and contemporary marketplaces. They outline critical theory traditions as utilized in marketing and specify the particular role of CRT as a lens through which scholars can understand marketplace dynamics. The authors delineate key CRT tenets and how they may shape the way scholars conduct research, teach, and influence practice in the marketing discipline. To clearly highlight CRT’s overall potential as a robust analytical tool in marketplace studies, the authors elaborate on the application of artificial intelligence to consumption markets. This analysis demonstrates how CRT can support an enhanced understanding of the role of race in markets and lead to a more equitable version of the marketplace than what currently exists. Beyond mere procedural modifications, applying CRT to marketplace studies mandates a paradigm shift in how marketplace equity is understood and practiced.

Excluded Within

2017 ◽  
Author(s):  
Sina Kramer
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Feminist Theory ◽  
Political Agency ◽  
Creative Work ◽  
Critical Race ◽  
Race Theory ◽  
Political Actors ◽  
Political Agents

Why are some claims seen or heard as political claims, while others are not? Why are some people not seen or heard as political agents? And how does their political unintelligibility shape political bodies, and the terms of political agency, from which they are excluded? Excluded Within: The (Un)Intelligibility of Radical Political Actors argues that these people, and these claims, are excluded within these political bodies and terms of political agency. They remain within and continue to do the work of defining the terms of the bodies from which they are excluded. But because their remaining within these bodies is disavowed or repressed, these potentially radical actors are politically unintelligible to those bodies. This rich and methodologically creative work draws on philosophy, critical theory, feminist theory, and critical race theory to articulate who we are by virtue of who we exclude, and what claims we cannot see, hear, or understand.

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