The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards

2012 ◽  
Vol 82 (3) ◽  
pp. 403-424 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Keffrelyn Brown ◽  
Anthony Brown
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Textual Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Close Textual Analysis ◽  
Insight Into

In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight into the mechanisms of marginalization in standards and a model of how to closely analyze such standards, which, the authors argue, is increasingly important as the standards and accountability movements continue to grow in influence.

scholarly journals Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

2016 ◽  
Vol 24 ◽  
pp. 14 ◽  
Author(s):  
Michael Barnes ◽  
Emily Germain ◽  
Angela Valenzuela
Keyword(s):  
Critical Race Theory ◽  
Culturally Relevant Pedagogy ◽  
Textual Analysis ◽  
Teach For America ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Neoliberal Ideology ◽  
Relevant Pedagogy ◽  
Insight Into

We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework.  Specifically, we answer the following questions:  What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA’s founding document and later works by Wendy Kopp?  To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA’s contribution to a “culture of achievement” (Kopp & Farr, 2011) constitute an actual “poverty of culture” (Ladson-Billings, 2006a) that enacts real harms on communities of color? 

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.

scholarly journals Critical Race Theory As An Analytical Tool: African American Male Success In Doctoral Education

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Rosa Cintron
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
African American Males ◽  
Doctoral Program ◽  
Analytical Framework ◽  
Access To Higher Education ◽  
Critical Race ◽  
Race Theory ◽  
White Institution ◽  
Insight Into

While access to higher education for racial and ethnic minorities improved over the last half of the 20th century, the percentage of these populations obtaining terminal degrees does not approach their respective percentage of society at large. By interviewing five African American males who completed a doctoral program at a Majority White Institution (MWI), this study seeks to identify some consistent themes among successful graduates. Using Critical Race Theory as an analytical framework, meaning is constructed in an effort to provide insight into those traits, practices and situations that contributed to the success of the participants in the study. 

scholarly journals Disengaging Whiteness and Examining Power in Campus Activism: Reuniting Communities of Color Through a Critical Race Analysis of Tempered Radicalism

JCSCORE ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 36-65 ◽  
Author(s):  
Veronica A. Jones ◽  
Dian Squire
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
History Of Higher Education ◽  
White Supremacist ◽  
Race Theory ◽  
Communities Of Color ◽  
History Of ◽  
Faculty And Staff ◽  
Nuanced Understanding ◽  
Race Analysis

This manuscript provides a nuanced understanding of the heterogeneity of faculty and staff of color activism in the context of a racialized and racist university structure. Through the deployment of Critical Race Theory, and the couching of activism within a foundational white supremacist history of higher education, the authors are then able to repair discord between students who often see faculty and staff of color as complacent within their institutions. These critiques often do not take into consideration how racism constricts faculty and staff of color action and also comes with classist assumptions via an insinuation that all faculty and staff of color can risk loss of job as a result of activism. Moreover, an intersectional lens is not always considered in activism literature. At the same time, the authors argued that faculty and staff of color, particularly those who identify as Black, must be allowed to act in untempered ways as their livelihoods quite literally depend on changing a broader racist system.

scholarly journals The emergence, importance of #DisabilityTooWhite hashtag

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Carrie Elizabeth Mulderink
Keyword(s):  
Social Media ◽  
Critical Race Theory ◽  
Textual Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Inductive Approach ◽  
Twitter Users

In this essay, I look at #DisabilityTooWhite (Thompson, 2016) as an activist call to center the messy intersectionality politics in the disability community, specifically in terms of disability and Whiteness. I center my theoretical commitments within the realm of DisCrit (Disability/Critical Race Theory) to critique the interplay of race (ism) and ability (ableism). I further utilize thematic textual analysis to study the content that has been posted by Twitter users under the #DisabilityTooWhite hashtag. I use an inductive approach to my analyses by drawing themes from my research that fall in line with DisCrit's central commitments as a means to deepen the conversations about disability, Whiteness, and social media.

Sharpening Justice Through DisCrit: A Contrapuntal Analysis of Education

2020 ◽  
pp. 0013189X2095383
Author(s):  
Subini Ancy Annamma ◽  
Tamara Handy
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Critical Race ◽  
Marginalized Students ◽  
Race Theory ◽  
Marginalized Communities ◽  
Communities Of Color ◽  
Specific Incident ◽  
Iris Marion Young ◽  
Nancy Fraser

Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is often not in conversation: Nancy Fraser, Iris Marion Young, Mia Mingus, and Talia Lewis. We query, (a) How does the author conceptualize justice? (b) How does the author consider difference in relationships to justice? and (c) How does the author (re)imagine potential ways to remedy injustice? By recognizing connectedness and maintaining tensions framed within DisCrit, this article enumerates expansive conceptualizations of justice through centering multiply-marginalized communities of color.

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