The Anti-oppressive Value of Critical Race Theory and Intersectionality in Social Movement Study

2017 ◽  
Vol 4 (3) ◽  
pp. 306-321 ◽  
Author(s):  
Callie Watkins Liu
Keyword(s):  
Social Movements ◽  
Critical Race Theory ◽  
Social Movement ◽  
Vulnerable Populations ◽  
Social Power ◽  
Power Dynamics ◽  
Critical Race ◽  
Race Theory ◽  
Academic Scholarship ◽  
Award Winning

Social movements can be important mechanisms of social change for vulnerable populations as the formal mechanisms of policy and legislation tend to be in the hands of the powerful in society. Academic scholarship can play an important role in challenging or reinforcing social power dynamics. This reality makes it important to critically interrogate social movement knowledge production and use anti-oppressive frameworks for social movement scholarship. Sociology has contributed greatly to social movement literature, and the American Sociological Association (ASA), especially the section of Collective Behavior and Social Movements (CBSM), is a central site of academic credibility and scholarship. This examination draws on critical race theory and intersectionality to analyze 10 years of award-winning books from the CBSM, specifically recipients of the Charles Tilly Award for Best Book. These books are prominently positioned with respect to the production of knowledge, as well as the study of social movements. This analysis shows the absence of critical race theory and intersectionality in core of social movement scholarship and identifies a pattern of erasure and marginalization of vulnerable populations in the award-winning books.

scholarly journals Old Law, New Tech, and Citizen-Created Hashtags: #BlackLivesMatter and the Case for Provisional Hashtag Marks

2020 ◽  
pp. 107769902092816
Author(s):  
Stephanie L. Mahin ◽  
Victoria Smith Ekstrand
Keyword(s):  
Social Movements ◽  
Intellectual Property ◽  
Critical Race Theory ◽  
Social Movement ◽  
Critical Race ◽  
Race Theory ◽  
Secondary Meaning ◽  
The U.S

Using #BlackLivesMatter as a case study, this research documents the tensions and harms associated with trademarking online social movement hashtags. Grounded in the work of critical race theory and intellectual property scholars, this study analyzes the inconsistencies in the U.S. Patent and Trademark Office application practice. The contradictions signal a limited or “mis”understanding of the utility of citizen-created hashtags and online social movement slogans. We propose a provisional networked trademark that would grant limited protection to social movements to show that their marks demonstrate the kind of secondary meaning required for a traditional trademark.

scholarly journals A prolegomenon to a critical race theoretical Marxism

2021 ◽  
pp. 175774382110207
Author(s):  
Sean Walton
Keyword(s):  
Critical Race Theory ◽  
White Supremacy ◽  
Explanatory Power ◽  
Institutional Racism ◽  
Western World ◽  
Power Dynamics ◽  
Critical Race ◽  
Multiple Forms ◽  
Race Theory ◽  
Major Locus

The critical race theory concept of ‘White supremacy’ continues to be a major locus of disagreement between Critical Race Theorists and Marxists regarding both how it operates as a general descriptor of racial power dynamics in the Western world and for its explanatory power in accounting for the multiple forms in which racism manifests. Criticisms of the concept of ‘White supremacy’ from Marxists often point to racisms that exist beyond the Black/White binary, or racism directed at minoritised White groups as counterexamples to explanations of racism that appeal to ‘White supremacy’. Marxists also often point to alternative theoretical constructs such as ‘institutional racism’ and ‘racialisation’ as better descriptions for, and explanations of, racism and the mechanisms that serve in its creation and perpetuation. However, examples of racisms that exist outside of a Black/White binary, or which appeal to the existence of racism directed at people identified as White, do not discredit ‘White supremacy’ as a descriptor or explanation of racism and can easily be accommodated within a framework for understanding racism that is consistent with both critical race theory and Marxism. Moreover, constructs such as ‘racialisation’ and ‘institutional racism’ do not have the theoretical utility of ‘White supremacy’ as characterised within critical race theory .

scholarly journals Critical Race Theory: A Content Analysis of the Social Work Literature

2017 ◽  
Vol 9 (1) ◽  
pp. 50
Author(s):  
Erica Campbell
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Critical Race Theory ◽  
Racial Diversity ◽  
Power Dynamics ◽  
Critical Race ◽  
Race Theory ◽  
Education Practice ◽  
The Social ◽  
Work Education

Critical Race Theory (CRT) is both a theoretical and practical framework, which promotes a space to deeply engage in discourses of race. CRT highlights the importance of conceptualizing race, racism, power dynamics and structural inequalities. Although the social work profession emphasizes the importance of integrating cultural and racial diversity into social work education, practice and research, the integration of CRT within social work will promote racial competency essential for social work professionals. This article reviewed 14 social work peer-reviewed articles exploring the need to integrate Critical Race Theory. 

scholarly journals Giving Voice: Utilizing Critical Race Theory to Facilitate Consciousness of Racial Identity for Latina/o College Students

2018 ◽  
Vol 5 (3) ◽  
pp. 1-24 ◽  
Author(s):  
Alison Cerezo ◽  
Benedict T. McWhirter ◽  
Diana Peña ◽  
Marina Valdez ◽  
Cristina Bustos
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Critical Consciousness ◽  
Educational Equity ◽  
College Completion ◽  
Power Dynamics ◽  
Critical Race ◽  
Race Theory ◽  
Predominately White ◽  
Increased Strength

The purpose of this manuscript is to describe the development and implementation of the Latina/o Educational Equity Project (LEEP), a pilot program designed to facilitate critical consciousness of race in higher education for Latina/o college students. Consistent with our values in social justice, we developed LEEP with the belief that increased critical consciousness would result in students’ recognition of the power dynamics at work in predominately White universities (PWI), increased strength and resilience in being able to negotiate such a context, and improved ability to make the connection between college completion to the upward mobility of their local communities and communities of origin. Elsewhere we present the specific outcomes of this brief intervention (Cerezo & McWhirter; 2012) our focus here is to describe how we used Critical Race Theory (CRT) as a guiding framework to develop various aspects of the program that we implemented in three PWI settings.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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