scholarly journals (De)constructing Imagination

Author(s):  
Jewel Davis

This critical content analysis examines representations of race and ethnicity in three young adult speculative novels: Children of Blood and Bone, The Black Witch, and Carve the Mark. This study utilizes Critical Race Theory to closely analyze texts to find and critique elements of bias and highlight counter-stories. Three major themes emerged from the analysis: BIPOC characters as dark aggressors, the construction of systems of oppression in worldbuilding, and the transformation of characters encountering racism. In the discussion and implication, the author argues for supporting counter-storytelling and provides questions for analyzing representation in speculative fiction. 

2020 ◽  
pp. 004208592096371
Author(s):  
Lindsay Pérez Huber ◽  
Lorena Camargo Gonzalez ◽  
Daniel G. Solórzano

Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’s books. More recent research offers frameworks and methodologies for critical analyses of children’s books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children’s books about People of Color— A Critical Race Content Analysis. We provide guiding principles of a Critical Race Content Analysis and analytical questions as tools for researchers and educators interested in conducting their own critical analyses of books about People of Color. Finally, we illustrate how this analysis is conducted with an example of a children’s book about immigration. This article makes important contributions to the literature on urban education that call for providing educators with tools to develop “racial literacies”.


Author(s):  
Pontso Moorosi

In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard is colour-blind. Through this omission, the policy denies the existence of racism and fails to recognise the power and influence of school leaders (and principals, in particular) in shaping the race dynamic in schools. The paper ends with implications for the improvement of leadership policy and practice.


Author(s):  
Amritjit Singh ◽  
Aaron Babcock

Racial patterns at any given time have been intertwined with local contexts, economic and political conditions, technological change, and a growing awareness of the socially constructed nature of race and gender. Race in the modern sense of the term emerged first in the 18th century amid the transformative changes of the industrial revolution, a growing slave trade, and the spread of European settler colonialism and imperialism in Asia, Africa, and the Western hemisphere. As a means of categorizing populations, race was a useful tool in justifying both slavery and imperialism. A further solidification of racial taxonomy developed over the course of the 19th century in which peoples and nations were grouped as genetically distinct. Race was thus essentialized and difference became widely accepted as biological and measurable. In the early decades of the 20th century, the view of race as biologically determined and immutable gradually gave way to sociological and anthropological reconsiderations of previously held assumptions. Contemporaneous to this reorientation of thinking on race was the growth of ethnicity as a related but distinct form of grouping populations that reframed identity as rooted in a shared national and sociopolitical history. In the 20th century, race across scholarly disciplines began to be divested gradually of its biological and genetic aspects and a recognition of race as a legal and social construction had emerged, especially in Postcolonial Theory and Critical Race Theory (CRT). In fact, what was viewed as “race” around 1900 (e.g., the Irish race, the Jewish race) came to be defined as “ethnicity” in the 20th century. For centuries, however, race has been used as a means for exercising power and control and as a defense of a racial caste system that privileges select groups. Through their many creative uses of memory and history, writers and artists in the United States and elsewhere have long responded in multiple genres by offering their own versions and visions of individual and community, complicating in the process our understandings of race, ethnicity, gender, nation, majoritarianism, and citizenship—the tangled issues that continue to haunt Americans and many others around the globe. Historians, literary scholars, and theorists have also played an active role in challenging old orthodoxies on race and ethnicity through multiple overlapping approaches, including African American Studies, Ethnic American Studies, Black Feminism, Postcolonial Studies, and Critical Race Theory (CRT).


2019 ◽  
Vol 42 (1) ◽  
pp. 69-82
Author(s):  
Dominick N. Quinney

Ethnic Studies classrooms in many respects are spaces wherein healing, solidarity, and social change occur, particularly surrounding discussions about race. The discussion around race is a language in itself—complete with levels of engagement. Students from privileged groups may not have many opportunities to explore the language of race and marginalization, thus being an “outsider” to the language of these experiences. This often times leads to miscommunication and missing meaningful engagement toward collective social action and change in classroom spaces. As a result, students have powerful emotional responses to these topics, and if students’ affective and intellectual responses are not acknowledged and respected, teachers can be met with what is perceived as impermeable resistance. Drawing from the framework of Critical Race Theory, this qualitative work presents tenets of race as a language that allows for understanding identity formation and entry point into conversations of race and ethnicity. Furthermore, consistent dialogue as a way of gaining proficiency and a space for marginalized identities to share their lived experiences as a way to build upon their proficiency. This research assists in expanding the work in the pedagogy of Ethnic Studies as a space to radically connect, heal, and implement social change.


Author(s):  
ARIANNA BANACK

  This article discusses the intertextual connections between the young adult novel, Pride by Ibi Zoboi, and the canonical text, Pride and Prejudice by Jane Austen. Similarities between the plot and structure of the two texts are discussed along with the differences in themes between the novels. Critical Race Theory is used to help make sense of the differences between the novels and critique the overwhelming whiteness of the canon. Implications for educators who wish to pair the two novels are provided. 


2017 ◽  
Vol 3 (2) ◽  
pp. 147-158 ◽  
Author(s):  
Victor Erik Ray ◽  
Antonia Randolph ◽  
Megan Underhill ◽  
David Luke

Much work in the sociology of race and ethnicity centers on an underlying narrative of racial progress. Progress narratives are typically conceptualized as a linear process of slow, yet inevitable, improvement. Drawing on Critical Race Theory and Afro-Pessimism, theoretical perspectives that emerged outside of the discipline of sociology, this paper urges a rethinking of linear progress narratives. First we elucidate the central tenets of these theoretical paradigms. We then apply them to diversity and labor market research, providing suggestions for how sociology can incorporate these perspectives.


2017 ◽  
Vol 9 (1) ◽  
pp. 50
Author(s):  
Erica Campbell

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. 


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