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).

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.

Critical Race Theory

2020 ◽  
Author(s):  
V. Thandi Sulé
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Racial Disparities ◽  
21St Century ◽  
Critical Race ◽  
Color Line ◽  
Race Theory ◽  
White People ◽  
Social Work Values ◽  
Legal Remedies

Critical race theory (CRT) is a framework that unapologetically asserts how and why race matters in the maintenance of U.S. policies and practices. In doing so, CRT counters discourse that situates discrimination and disparities within the realm of individual behaviors or psychological deficits. Therefore, racism is seen for what it is—a willful, institutionalized, and dehumanizing way of being. Though racism prevailed as the quintessential problem of the 20th century, the 21st century has revealed that the color line remains remarkably undisturbed. Whether one is focusing on housing, education, employment, wealth, health, safety, or justice, racial disparities and inequities exist to the disadvantage of racially minoritized people. Born out of discontent for legal remedies for inequality, CRT speaks to the universal way that racism immobilizes minoritized people—thereby providing an almost unwavering advantage to white people. This review provides an overview of the tenets of CRT and how those tenets connect with social work values and practice.

Racial Disparities in Rheumatology Through the Lens of Critical Race Theory

2020 ◽  
Vol 46 (4) ◽  
pp. 605-612
Author(s):  
Jessica N. Williams ◽  
Chandra L. Ford ◽  
Michelle Morse ◽  
Candace H. Feldman
Keyword(s):  
Critical Race Theory ◽  
Racial Disparities ◽  
Critical Race ◽  
Race Theory

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.

[Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence be Utilized to Achieve Inclusion and Equity for African American Students?

2011 ◽  
Vol 113 (10) ◽  
pp. 2186-2205 ◽  
Author(s):  
Shelley Zion ◽  
Wanda Blanchett
Keyword(s):  
Social Justice ◽  
African American ◽  
Critical Race Theory ◽  
Inclusive Education ◽  
Students Of Color ◽  
African American Students ◽  
Critical Race ◽  
Race Theory ◽  
Interest Convergence ◽  
American Students

Background/Context Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education definitions or debates in the United States, and certainly not in practice. The purpose of this article is to examine: (a) the historical context of public schooling in America; (b) inclusive education in practice: segregation of African American and other students of color; (c) [re]conceptualizing inclusion: the importance of a social justice lens and critical theory; and (d) the relevance of interest convergence. Research Design Analytic essay. Conclusions/Recommendations The authors contend that the inclusive education movement has not resulted in positive outcomes or inclusion in general education for African American students because the movement was built on faulty assumptions that centered on ability and placement and did not look at the intersection of ability/disability with race, class, culture, and language. More important, the movement did not address issues of racism, White privilege, White dominance, and social class dominance. The authors assert that social justice, critical race theory, and interest convergence are powerful tools with which to [re]conceptualize inclusion and inclusive education in America.

The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School

2020 ◽  
Vol 8 (2) ◽  
pp. 83-94
Author(s):  
Viviane Ines Weschenfelder
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Women Of Color ◽  
Research Data ◽  
Critical Race ◽  
Race Theory ◽  
Learning And Teaching

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

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 The Potentiality of Black Women Narratives for Inclusive Education: Developing other Subjectivities at School

2020 ◽  
Vol 2 (1) ◽  
pp. 13-24
Author(s):  
Viviane Ines Weschenfelder
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Women Of Color ◽  
Research Data ◽  
Critical Race ◽  
Race Theory ◽  
Learning And Teaching

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

Sign in / Sign up

Export Citation Format

Share Document