Developing an Antiracist Lens: Using Photography to Facilitate Public Health Critical Race Praxis in a Foundational MPH Course

2021 ◽  
Vol 7 (4) ◽  
pp. 317-326 ◽  
Author(s):  
Alexandra F. Lightfoot ◽  
Caroline R. Efird ◽  
Erika M. Redding
Keyword(s):  
Public Health ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Policy Research ◽  
Critical Race ◽  
Structural Racism ◽  
Critical Determinant ◽  
Self Reflection ◽  
Critical Race Praxis ◽  
Curricular Model

Racism is a critical determinant of health that affects outcomes; shapes practice, policy, research, and interventions; and disproportionately burdens nondominant racial populations. The racial justice challenges of today, combined with persistent health inequities exacerbated by the COVID-19 pandemic, have intensified the need for racial equity–minded public health professionals. Because training programs play a key role in developing professionals, they must center teaching about racism and promoting antiracism within their curricula. The critical race theory–grounded strategy Public Health Critical Race Praxis (PHCRP) provides a useful framework, calling for examination of how racism operates within individuals and the systems, such as public health, in which they work. Foundational public health courses provide a vital opportunity to launch such an examination and lay the groundwork for antiracism praxis. This article offers a curricular model that integrates PCHRP with a creative approach to facilitate exploration of racial identity among public health students. Students in our course use photography and written reflections to create dual portraits, one depicting how they see themselves and the other imagining how they might be seen by others in our racialized society. Our pedagogical process prompts critical self-reflection about racial identity, a crucial foundation for addressing the health consequences of structural racism. Spurred by creative inquiry, students of all racial and ethnic backgrounds tell us that our course boosts their racial consciousness, enhances their understanding and ability to engage diverse communities, equips them to see and name racism in the public health context, and galvanizes them to work toward dismantling it.

scholarly journals Commentary: Just What is Critical Race Theory and What’s it Doing in a Progressive Field like Public Health?

2018 ◽  
Vol 28 (Supp 1) ◽  
pp. 223 ◽  
Author(s):  
Chandra L. Ford ◽  
Collins O. Airhihenbuwa
Keyword(s):  
Public Health ◽  
Critical Race Theory ◽  
Research Method ◽  
Health Interventions ◽  
Critical Race ◽  
Race Theory ◽  
Public Health Interventions ◽  
Educational Disparities ◽  
The Public ◽  
Critical Race Praxis

<p>Gloria Ladson-Billings cautiously promotes the use of Critical Race Theory (CRT) to address racism’s contribution to educational disparities. Nearly a decade ago, we issued a similar call to the multidisciplinary field of public health. Public health touts its progressive roots and focus on equity, but do those efforts draw on CRT? To answer this question, we define CRT, describe its origin in the field of law, and review the ways its use has grown in the field of public health. Public health interventions and poli­cies rely heavily on evidence; therefore, we re-introduce the semi-structured research method we developed to facilitate empiri­cal application of CRT, ie, the Public Health Critical Race Praxis (PHCRP).</p><p><em>Ethn Dis. </em>2018;28(Suppl 1):223-230; doi:10.18865/ed.28.S1.223</p>

scholarly journals Commentary: Critical Race Theory Training to Eliminate Racial and Ethnic Health Disparities: The Public Health Critical Race Praxis Institute

2018 ◽  
Vol 28 (Supp 1) ◽  
pp. 279
Author(s):  
James Butler, III ◽  
Craig S. Fryer ◽  
Mary A. Garza ◽  
Sandra C. Quinn ◽  
Stephen B. Thomas
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Critical Race Theory ◽  
Health Equity ◽  
The United States ◽  
Minority Populations ◽  
Critical Race ◽  
Race Theory ◽  
The Public ◽  
Critical Race Praxis

<p class="Pa6"> Racism is a fundamental cause of racial and ethnic disparities in health outcomes. Researchers have a critical role to play in confronting racism by understanding it and intervening on its impact on the health and well-being of minority populations. This requires new paradigms and theoretical frameworks that are responsive to structural racism’s present-day influence on health, health disparities, and research. To address the complexity with which racism influences both health and the production of knowl­edge about minority populations, the field must accelerate the professional develop­ment of researchers who are committed to eliminating racial and ethnic health disparities and achieving health equity. In this commentary, we describe a unique and vital training experience, the Public Health Critical Race Praxis Institute at the Univer­sity of Maryland’s Center for Health Equity. Through this training institute, we have focused on the experiential knowledge of diverse researchers committed to examining racism and trained them on putting racism at the forefront of their research agendas. The Institute brought together investigators from across the United States, including junior and senior faculty as well as post­doctoral fellows. The public health critical race methodology was purposefully used to structure the Institute’s curriculum, which instructed the scholars on Critical Race Theory as a framework in research. During a 2.5-day training in February 2014, scholars participated in activities, attended presenta­tions, joined in reflections, and interacted with Institute faculty. The scholars indi­cated a strong desire to focus on race and racism and adopt a Public Health Critical Race Praxis framework by utilizing Critical Race Theory in their research. <em></em></p><p class="Pa6"><em>Ethn Dis. </em>2018;28(Suppl 1):279-284; doi:10.18865/ed.28.S1.279.</p>

Critical Race Theory for Speech-Language Pathology

2021 ◽  
pp. 84-104
Author(s):  
Chelsea Privette
Keyword(s):  
Critical Race Theory ◽  
Language Ideology ◽  
Theory Approach ◽  
Critical Race ◽  
Speech Language Pathology ◽  
Race Theory ◽  
Structural Racism ◽  
Communities Of Color ◽  
Language Pathology ◽  
Systems Of Domination

Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist structures that continue to manifest in speech-language pathology research, teaching, and practice today.

Science and Medicine

2020 ◽  
Author(s):  
Tita Chico
Keyword(s):  
Public Health ◽  
Critical Race Theory ◽  
Philosophy Of Science ◽  
History Of Science ◽  
Science And Technology ◽  
Literary Studies ◽  
Critical Race ◽  
Race Theory ◽  
History Of

Abstract Abstract The titles reviewed in this chapter concern science and medicine studies. They represent work drawn from a variety of contexts and disciplinary perspectives, including science and technology, the history of science, literary studies, critical race theory, public health, the philosophy of science, law, ethnography, anthropology, architecture, and geology. The chapter has five sections: 1. Histories and Historicity; 2. Epistemology and Dissemination; 3. Institutions and Praxis; 4. Bodies and Subjectivities; and 5. Conversations (Journals).

Critical Race Theory

2016 ◽  
Author(s):  
Paula Groves Price
Keyword(s):  
Critical Race Theory ◽  
Knowledge Production ◽  
Racial Inequality ◽  
Educational Inequality ◽  
Critical Race ◽  
Race Theory ◽  
Structural Racism ◽  
Forthcoming Article ◽  
Policy Makers ◽  
Policies And Practices

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Race has historically been, and continues to be, a significant issue in all aspects of American society. In the field of education, racial inequality is prominent in the areas of access, opportunity, and outcomes. Critical Race Theory (CRT) is a framework that offers researchers, practitioners, and policy-makers a race-conscious approach to understanding educational inequality and structural racism to find solutions that lead to greater justice. Placing race at the center of analysis, Critical Race Theory scholars interrogate policies and practices that are taken for granted to uncover the overt and covert ways that racist ideologies, structures, and institutions create and maintain racial inequality. In the field of education, CRT is a helpful tool for analyzing policy issues such as school funding, segregation, language policies, discipline policies, and testing and accountability policies. It is also helpful for critically examining the larger issues of epistemology and knowledge production, which are reflected in curriculum and pedagogy. As education is one of the major institutions of knowledge production and dissemination, CRT scholars often push the field to critically examine the master or dominant narratives reproduced in schools and the counter-narratives that are silenced. CRT is a theoretical framework that provides education researchers, policy makers, and practitioners with critical lenses to deconstruct oppressive policies and practices and to construct more emancipatory systems for racial equity and justice.

scholarly journals “I think that’s all a lie…I think It’s genocide”: Applying a Critical Race Praxis to Youth Perceptions of Flint Water Contamination

2018 ◽  
Vol 28 (Supp 1) ◽  
pp. 241 ◽  
Author(s):  
Michael Muhammad ◽  
E. Hill De Loney ◽  
Cassandra L. Brooks ◽  
Shervin Assari ◽  
DeWaun Robinson ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
Black Youth ◽  
Tap Water ◽  
Water Source ◽  
Future Research ◽  
Critical Race ◽  
Racial Stratification ◽  
Emergency Manager ◽  
Critical Race Praxis ◽  
Flint River

<p class="Pa7"><strong>Background: </strong>In April 2014, the emergency manager of Flint, Michigan switched the city’s water supplier from Detroit’s water department to the Flint River. The change in water source resulted in the Flint Water Cri­sis (FWC) in which lead (Pb) from the city’s network of old pipes leached into residents’ tap water. Residents of Flint reported con­cerns about the water to officials; however, the concerns were ignored for more than a year.</p><p class="Pa7"><strong>Objective: </strong>This study sought to understand how Black youth in Flint conceptualize, in­terpret, and respond to racism they perceive as part of the normal bureaucracy contribut­ing to the FWC.</p><p class="Pa7"><strong>Methods: </strong>In 2016, we conducted four community forums with Flint youth aged 13 to 17 years. Sixty-eight youth partici­pated with 93% self-identifying as Black. Participants completed a brief survey. We audio-recorded the forums and transcribed them verbatim. Critical Race Theory (CRT) guided the development of the interview protocol and Public Health Critical Race Praxis (PHCRP) served as an interpretive framework during qualitative data analysis. Content analyses were completed using software.</p><p class="Pa7"><strong>Results: </strong>Many youth viewed the FWC through a racially conscious frame. They described Flint as a Black city where historical and contemporary forms of racial stratification persist. Some described the contamination of the city’s water as a form of genocide targeting Blacks.</p><p class="Default"><strong>Conclusions: </strong>The findings from this ex­ploratory study suggest some Black youth in Flint have difficulty coping with the FWC. Those who perceive it through a racial frame attribute the crisis to racism. They feel distressed about this and other traumas (eg, failure to address high rates of crime) they perceived as racism-related. Future research should examine the implications for specific mental health outcomes among youth. <em></em></p><p class="Default"><em>Ethn Dis. </em>2018;28(Suppl 1): 241-246; doi:10.18865/ed.28.S1.241.</p>

scholarly journals Black (Gifted) Joy: A Critical Race Theory Perspective

2021 ◽  
Author(s):  
Angela Novak
Keyword(s):  
Critical Race Theory ◽  
Black Students ◽  
Real World ◽  
White Supremacy ◽  
Critical Race ◽  
Gifted Programs ◽  
Race Theory ◽  
Structural Racism ◽  
The World ◽  
Theoretical Question

This article presents a theoretical question: what is giftedness, but an expression of Black joy? This is presented with relevant real-world examples and #BlackVoices through youth poetry. The framework of critical race theory is used as a lens, to situate the world in which Black joy is found. The author argues that this manifestation, situated within the structural racism ever present in the system of education, has the unfortunate impact of igniting educators’ anti-blackness, resulting in the missingness (Gentry et al., 2019) of gifted Black students from gifted programs and services. The author delves into constructs of white supremacy, white rage, and antiblackness as the foundational concepts that contribute to this missingness, using research and more youth poetry to substantiate the claims. #BlackVoices are featured throughout, as emic perspectives, giving voice, heart, soul, and joy to the research, the words on the page.

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