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.

“I’m Not going to the f***ing White House”: Twitter Users React to Donald Trump and Megan Rapinoe

2020 ◽  
pp. 216747952095077
Author(s):  
Evan L. Frederick ◽  
Ann Pegoraro ◽  
Samuel Schmidt
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Black People ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Donald Trump ◽  
White House ◽  
Twitter Users ◽  
Inductive Analysis

When asked if she would go to the White House if invited, Megan Rapinoe stated, “I’m not going to the fucking White House.” The next morning, President Donald Trump posted a series of tweets in which he criticized Rapinoe’s statements. In his tweets, Trump introduced issues around race in the United States and brought forth his own notion of nationalism. The purpose of this study was to conduct an analysis of users’ tweets to determine how individuals employed Twitter to craft a narrative and discuss the ongoing Rapinoe and Trump feud within and outside the bounds of Critical Race Theory (CRT) and nationalism. An inductive analysis of 16,137 users’ tweets revealed three primary themes: a) Refuse, Refute, & Redirect Racist Rhetoric b) Stand Up vs. Know your Rights, and c) #ShutUpAndBeALeader. Based on the findings of this study, it appears that the dialogue regarding racism in the United States is quickly evolving. Instead of reciting the same refrain (i.e., racism no longer exists and systematic racism is constructed by Black people) seen in previous works, individuals in the current dataset refuted those talking points and clearly labeled the President as a racist. Additionally, though discussions of nationalism were evident in this dataset, the Stand Up vs. Know Your Rights theme was on the periphery in comparison to discussions of race. Perhaps, this indicates that some have grown tired of Trump utilizing nationalism as a means to stoke racism.

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? 

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.

“What’s Going On?”: A Critical Race Theory Perspective on Black Lives Matter and Activism in Education

2017 ◽  
Vol 53 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Adrienne D. Dixson
Keyword(s):  
Social Media ◽  
Critical Race Theory ◽  
Education Reform ◽  
Urban Communities ◽  
Students Of Color ◽  
Critical Race ◽  
Racial Equity ◽  
Race Theory ◽  
Black Lives Matter

This article explores activism, education, and the #BlackLivesMatter movement. Using critical race theory (CRT), I analyze what this emergence of primarily youth-led activism means in the context of decades of neoliberal education reform. I raise specific questions about how youth-led activism, which has its genesis in and is largely shaped by social media, not only reflects limited robust mainstream discourses on race but also a failure of education, particularly schools and districts that serve students of color in under-resourced urban communities, to teach about and contextualize other historical movements for justice and racial equity.

scholarly journals Hate Speech di Indonesia

2018 ◽  
Vol 9 (1) ◽  
pp. 1-17
Author(s):  
Irawan Irawan
Keyword(s):  
Social Media ◽  
Critical Race Theory ◽  
Social Inequality ◽  
Hate Speech ◽  
Religious Leaders ◽  
Critical Race ◽  
Race Theory ◽  
Islamic Perspective ◽  
National Decline

This article aims to explain hate speech in Indonesia and its solution. The theory used in this article is Critical Race Theory which is initiated by Richard Delgado and Jean Stefancic. This Critical Race Theory is also sustained by an Islamic perspective so as to be found the causes of hate speech and solutions that must be done. This paper concludes that: First, hate speech in Indonesia is verbally and non-verbally done which is delivered both directly and indirectly (social media). Second, hate speech in Indonesia causes social inequality, non-respectful attitudes, and national decline. Third, hate speech does not reflect the character of the Indonesian people who uphold ethics and the values of nationalism. Fourth, hate speech triggers violence and intolerance of religions, ethnicities, races, and groups. Hate speech must be jointly solved by government, religious leaders and society.

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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