scholarly journals The rise of the far right in Japan, and challenges posed for education

2018 ◽  
Author(s):  
Yuka Kitayama
Keyword(s):  
Critical Race Theory ◽  
Cultural Diversity ◽  
Minority Teachers ◽  
Critical Race ◽  
Race Theory ◽  
Far Right ◽  
Structural Inequality ◽  
The Voice

This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and uncertainties regarding xenophobia, and examines their perceptions and reactions. By focusing on the narratives of interviewees from different ethnic backgrounds, this paper investigates far-right extremism and its challenges to education from different viewpoints. Data from interviews reveals different perceptions among both majority and minority teachers regarding the culturalization and personalization of problems in the classroom. This data also suggests that due to the absence of collective strategies and visions to challenge racism, approaches to combating racism depend largely on individual teachers. Drawing from these findings, this paper argues that culturally focused discourses among teachers and politicians may conceal problems beyond culture, such as structural inequality and the legacy of colonialism.

scholarly journals “Help Them Back Home”: Italian Fantasies of (Neoliberal) Inclusion from Buona Scuola to Salvini’s Government

2019 ◽  
Vol 6 (1) ◽  
pp. 123-141
Author(s):  
Valentina Migliarini
Keyword(s):  
Critical Race Theory ◽  
Racial Disparities ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Policy Reform ◽  
Migrant Children ◽  
Critical Race ◽  
Race Theory ◽  
Far Right ◽  
Italian Context

This paper explores how inclusive education in the Italian context has shifted from the Marxist model based on the solidarity of Integrazione Scolastica (see D’Alessio, 2011) to a neoliberal approach which targets Black migrant and forced-migrant children. The introduction of Renzi’s policy reform, Buona Scuola, marked this shift towards neoliberal inclusion, and the current far-right government, led by Salvini, adds a populist character to it, evident in his mantra of “helping them back home”. Drawing from Butler’s (1997) notions of subjectivation and referring to Tomlinson’s (1982) concept of benevolent humanitarianism, the paper analyzes how Italian educators conceptualize the inclusion of migrants and refugees through neoliberal fantasies.  However, the space of neoliberal inclusion is ableist, racist, and exclusionary. Ultimately, the paper advances the intersectional approach of Disability Critical Race Theory (DisCrit) to (re)frame educational and social inclusion in Italy and to refute a neoliberal model that perpetuates racial disparities (Annamma, Connor, Ferri, 2013; 2016).

When Hate Comes to Campus: Campus Readiness for Conflict, Safety, and Student Voice

2019 ◽  
Vol 22 (3) ◽  
pp. 85-97
Author(s):  
Sharon D. Kruse ◽  
Katherine C. Rodela
Keyword(s):  
Critical Race Theory ◽  
Organizational Leadership ◽  
Student Voice ◽  
Freedom Of Speech ◽  
Leadership Theory ◽  
Critical Race ◽  
Race Theory ◽  
Far Right ◽  
Political Group ◽  
Student Safety

A state voter proposition concerning gun regulation motivated a local far-right political group to organize a pro-gun rally on campus. Overriding the safety and security concerns of faculty and students, freedom of speech rights required that the group be allowed to assemble on campus. The case explores interactions among administration, faculty, and students that illuminate campus tensions related to race, readiness for conflict, student safety, and student voice. Authors suggest exploring these tensions and issues through the lenses of organizational leadership theory and Critical Race Theory, providing readers the opportunity to better analyze similarly charged incidents in their contexts.

Cultural Subordination Through Cultural Diversity

2017 ◽  
Author(s):  
Roy L. Brooks
Keyword(s):  
Critical Race Theory ◽  
Cultural Diversity ◽  
Social Transformation ◽  
Jim Crow ◽  
Critical Race ◽  
Race Theory ◽  
Racial Solidarity ◽  
Rights Discourse ◽  
American Society ◽  
Mainstream Culture

Cultural subordination is defined here as the suppression of important black values or folk ways—questions and concerns of keen importance to blacks—in the American mainstream culture. Like juridical subordination, cultural subordination is animated by post-Jim Crow norms that perform important rhetorical and regulatory functions in civil rights discourse—racial omission (traditionalism), racial integration (reformism), racial solidarity (limited separation), and social transformation (critical race theory). After defending the belief that blacks do have a distinct set of values that transcend class stratification, and after discussing the legitimacy of cultural diversity in American society, this chapter crafts four models of cultural diversity defined by these post-Jim Crow norms—cultural assimilation (traditionalism), biculturalism (reformism), cultural pluralism (limited separation), and transculturalism (critical race theory). It then proceeds to explain how most of these visions of cultural diversity subordinate legitimate black values. Deploying these models to purposefully enhance our racial democracy, which lies at the root of cultural diversity, can reduce (but not entirely eliminate) racial subordination in the American mainstream culture.

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.

Exploring Approaches to Data Literacy Through a Critical Race Theory Perspective

2021 ◽  
Author(s):  
Britney Johnson ◽  
Ben Rydal Shapiro ◽  
Betsy DiSalvo ◽  
Annabel Rothschild ◽  
Carl DiSalvo
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Data Literacy
Sign in / Sign up

Export Citation Format

Share Document