How Ingrained Racism Became Invisible

Contexts ◽  
2021 ◽  
Vol 20 (4) ◽  
pp. 61-63
Author(s):  
Barbara Harris Combs
Keyword(s):  
Critical Race ◽  
Legal Scholar ◽  
Counter Narrative ◽  
Whiteness As Property

I interrogate the killing of Ahmaud Arbery using critical race legal scholar Cheryl Harris’ view of whiteness as property. I offer a counter-narrative telling of events to explain how ideological principles rooted in the concept of whiteness as property continues to undergird the agreed upon practices in neighborhoods like Satilla Shores – where Arbery was pursued, shot, and killed by white residents of the development. In doing so, I explore how these principles and practices breed and foster a form of racialized injustice that gets routinely rationalized and excused through a set of normalizations, which privilege whiteness and white logic.

scholarly journals Feminist Historiography and Uses of the Past

2020 ◽  
Vol 4 (3) ◽  
pp. 260-283
Author(s):  
Blossom Stefaniw
Keyword(s):  
Critical Race Theory ◽  
Late Antiquity ◽  
Early Christianity ◽  
Critical Race ◽  
Race Theory ◽  
High Stakes ◽  
Representation Of Women ◽  
The Past ◽  
Counter Narrative ◽  
Feminist Historiography

Two recently-published works involved in the representation of women in the Christian past show two contemporary but divergent historiographic modes. The following essay examines each study within a larger frame of inquiry as to how patriarchy continues to shape both the institutional and embodied orders within which feminist historiography of early Christianity and Late Antiquity takes place. Using Critical Race Theory as the best available perspective from which to engage with systems of oppression, I articulate certain revisions which should be made to current efforts towards equality and consider what it would mean to write feminist historiography as counter-narrative or counter-storytelling without that becoming a decorative or extra-curricular practice in the academy. When feminist historiography is treated simultaneously in institutional, embodied, and epistemic terms it becomes evident that the way we think about women is part of a high-stakes conflict around the use of the past.

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

2019 ◽  
Vol 56 (3) ◽  
pp. 499-529
Author(s):  
Deena Khalil ◽  
Elizabeth Brown
Keyword(s):  
Critical Race Theory ◽  
Critical Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Parent Survey ◽  
Student Demographics ◽  
School Demographics ◽  
Hidden Patterns ◽  
The Right ◽  
Whiteness As Property

Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.

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.

Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal

2017 ◽  
Vol 53 (2) ◽  
pp. 196-211 ◽  
Author(s):  
Camika Royal ◽  
Vanessa Dodo Seriki
Keyword(s):  
Critical Race Theory ◽  
School Reform ◽  
Black Educators ◽  
Critical Race ◽  
Race Theory ◽  
Black Performance ◽  
Racial Realism ◽  
Whiteness As Property

This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.

Connecting Critical Race Theory with Second Generation Legal Consciousness Work in Obasogie's Blinded by Sight

2016 ◽  
Vol 41 (04) ◽  
pp. 1069-1077 ◽  
Author(s):  
Laura E. Gómez
Keyword(s):  
Critical Race Theory ◽  
Social Practices ◽  
The Other ◽  
Law And Society ◽  
Racial Consciousness ◽  
Legal Consciousness ◽  
Blind People ◽  
Critical Race ◽  
Race Theory ◽  
Legal Scholar

Sociologist and legal scholar Osagie Obasogie's study of how blind people “see” race reveals the usually invisible, taken-for-granted mechanisms that reproduce racism. In Blinded by Sight, he distinguishes racial consciousness from legal consciousness, though he notes their common emphases on studying how cumulative social practices and interactions produce commonsense understandings. I argue that there is much to be gained from connecting these two fields, one emanating primarily out of critical race theory and the other out of law and society scholarship. Legal consciousness offers an important avenue for bridging macro studies of race making with micro studies such as Obasogie's, which focus on individuals' experiences and practices of constructing race and learning racism.

Sowing Seeds of Justice

2018 ◽  
pp. 174-196
Author(s):  
Tonya Evette Walls ◽  
Malayka Neith Cornejo ◽  
Tara J. Plachowski ◽  
Erica Kristina Reid ◽  
Soo Park
Keyword(s):  
Social Justice ◽  
Critical Race ◽  
Cultural Wealth ◽  
Counter Narrative ◽  
Ethnographic Approach ◽  
Intersecting Identities

Forming the basis for a provocative dialogue and written to illuminate teaching stories often pushed to the margins, this chapter provides a counter-narrative to the discourse surrounding leaky teacher-of-color pipelines and the national teacher crisis. Employing a critical race analytical lens, critical auto-ethnographic approach, and narrated through prose, five female educators committed to social justice share how they rely on unique and intersecting identities to sustain themselves in contested school spaces, while simultaneously exploring the cultural wealth they and their students bring into those spaces. Their collective stories reveal important lessons essential to our understanding of how to develop teachers for social justice. They also provide insight for those who teach in schools and classrooms meant to educate our most vulnerable and under-served students, and may answer the question, Why doesn't anyone want to teach anymore?

scholarly journals Measuring the Wages of Whiteness: A Project for Political Economists

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Maha Rafi Atal
Keyword(s):  
Political Economy ◽  
Critical Race Theory ◽  
International Political Economy ◽  
Critical Race ◽  
Race Theory ◽  
Material Force ◽  
Whiteness As Property ◽  
Global Research

This comment responds to the recently held Global Research in International Political Economy roundtable on race in IPE. In particular, it argues that scholars of political economy could draw fruitfully on the notion of “whiteness as property” from the critical race theory subfield of law in order to trace the workings of whiteness, and race more broadly, as a material force in the economy.

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