scholarly journals Linguicism and Racism in Massachusetts Educational Policy

2013 ◽  
Vol 21 ◽  
pp. 52 ◽  
Author(s):  
Kara Mitchell Viesca
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Policy Analysis ◽  
Educational Policy ◽  
State Policy ◽  
Educational Quality ◽  
Current Policy ◽  
Critical Race ◽  
Race Theory ◽  
Educational Disparities

This paper presents a critically conscious policy analysis conducted on Massachusetts state policy regarding the education of secondary multilingual learners and their teachers through the lens of critical race theory (CRT).  My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism (or language-based discrimination) towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities.

scholarly journals The COVID States Project #73: American Attitudes Toward Critical Race Theory

2021 ◽  
Author(s):  
Alauna Safarpour ◽  
David Lazer ◽  
Jennifer Lin ◽  
Caroline H Pippert ◽  
James Druckman ◽  
...  
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Psychological Needs ◽  
Critical Race ◽  
Dominant Group ◽  
Race And Racism ◽  
Race Theory ◽  
Executive Orders ◽  
Cable News ◽  
Socially Constructed

In a few short years, the scholarly approach known as Critical Race Theory (CRT) went from a relatively obscure academic framework to the new front in the American culture wars. CRT has made its way to the front pages of newspapers, cable news show’s primetime specials, Presidential executive orders, and a slate of laws and regulations dictating how history can be taught in public schools. Critical Race Theory1 is an academic movement of scholars who investigate and seek to change the existing power dynamic between race and racism in society.CRT began in the 1970s among legal scholars and has since influenced other fields such as sociology, education, and ethnic studies. CRT consists of several basic tenants or themes, although substantial individual variation exists across scholars. Among these is the notion that race is socially constructed (there is no biological basis for what we think of as race), the idea that racism is normalized as part of everyday society (it is entrenched in modern institutions and policies and can be difficult to combat), and the idea that the dominant group have little incentive to eliminate racism because the current racial hierarchy serves important material and psychological needs. Other themes in CRT include the idea of intersectionality which argues that belonging to multiple oppressed groups is a distinctive experience that is more than just the sum of its parts.

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 The management and governance of racial integration in public secondary schools in Gauteng

2018 ◽  
Vol 83 (1) ◽  
Author(s):  
Shantha Naidoo ◽  
Jace Pillay ◽  
Lloyd Conley
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Secondary Schools ◽  
Change Management ◽  
School Management ◽  
Racial Integration ◽  
Management Theory ◽  
Critical Race ◽  
Race Theory ◽  
Policy And Practice

The main purpose of this paper was to establish the effectiveness of school management and governance structures in managing racial integration in public secondary schools. A qualitative study was conducted utilising Critical Race Theory (CRT) and Lewin’s Change Management Theory. A sample of grade 10 learners and educators, which included members of the School Management Team (SMT), School Governing Body (SGB), which represented the four previous education departments, was purposefully selected. Semi-structured, individual interviews and focus group discussions, including a questionnaire with open-ended questions, were used to gather data. The findings, obtained through content analysis, indicate that SMTs and SGBs experience difficulty in managing and governing racial integration in public schools due to the following: policy and practice issues, poor interrelationships, need for capacity building of educators, and on-going racial conflict. Based on the findings, recommendations are made on how SMTs and SGBs could effectively manage racial integration in public secondary schools. Keywords: governance, management, racial integration; Critical Race Theory, Lewin’s Change Management Theory

scholarly journals Separate But (Un)Equal: A Review of Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools

2018 ◽  
Author(s):  
Katherine Burr
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Racial Segregation ◽  
Critical Race ◽  
Community Members ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Agential Realism

Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools (2016) by Rosiek and Kinslow exposes the reality of systemic racial resegregation occurring in U.S. public schools. The authors center the stories of students, educators, and community members affected by the resegregation in a powerful narrative that blends critical race theory and agential realism as theoretical frameworks. This book review offers a review of the authors' findings, commentary on their methodology, and recommended audiences.

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