scholarly journals I Really Wasn’t Ready: Expectations and Dilemmas of a University Student in an Access Access Program

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Carl James
Keyword(s):  
Critical Race Theory ◽  
Life Story ◽  
Equality Of Opportunity ◽  
University Student ◽  
The Other ◽  
Educational Institutions ◽  
Critical Race ◽  
Race Theory ◽  
The University ◽  
Access Program

Using a life story approach, I discuss the experiences and actions of Ewart, one of eighteen university recruits into an access program, to understand the ways in which the university, and the access program specifically, was accommodative of his needs, interests, expectations and aspirations. Critical Race Theory provided the framework to understand how educational institutions’ liberal notions of merit, equality of opportunity and democracy, on one hand, made access to university possible for Ewart, and on the other, circumscribed his opportunities, possibilities and interests even as he tried to maintain his hopeful optimism.

scholarly journals Latinx Education Under Attack: The Implications of Immigration Policy for Education

2018 ◽  
Vol 12 (3) ◽  
pp. 148 ◽  
Author(s):  
Ruth M. López ◽  
Yalidy Matos
Keyword(s):  
Law Enforcement ◽  
Critical Race Theory ◽  
Education Policy ◽  
Target Population ◽  
Educational Institutions ◽  
Political Scientist ◽  
Critical Race ◽  
Race Theory ◽  
Group Position ◽  
Adult Immigrants

This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.

scholarly journals Unmasking, Exposing, and Confronting: Critical Race Theory, Tribal Critical Race Theory and Multicultural Education

2008 ◽  
Vol 10 (2) ◽  
Author(s):  
Jeanette Haynes Writer
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Indigenous People ◽  
Educational Institutions ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory

Critical Race Theory (CRT) and Tribal Critical Race Theory (TribalCrit) offer the possibility of unmasking, exposing, and confronting continued colonization within educational contexts and societal structures, thus, transforming those contexts and structures for Indigenous People. Utilizing CRT and TribalCrit to support and inform “Multicultural Education as social justice,” we rid ourselves, our educational institutions, and ultimately the larger society from the “food, fun, festivals, and foolishness” form of Multicultural Education that maintains or propagates colonization.

Converging Interests, Unequal Benefits? Tribal Critical Race Theory and Miami University’s Myaamia Heritage Logo

2020 ◽  
pp. 1-10
Author(s):  
Matthew Hodler ◽  
Callie Batts Maddox
Keyword(s):  
Native American ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Interest Convergence ◽  
Language And Culture ◽  
Point Of Interest ◽  
Miami University ◽  
The University

Miami University has used Native American imagery to promote itself since its founding. In 1929, Miami teams began using the racist term Redsk*ns. In 1996–1997, they changed the name to RedHawks. Despite the strengthening relationship between the university and the tribe, the racist mascot imagery remained visible in the university community. In 2017–2018, the university returned to Native American imagery by unveiling a new “Heritage Logo” to represent a commitment to restoring the Myaamia language and culture. In this paper, the authors used tribal critical race theory to analyze how the Heritage Logo represents a point of interest convergence, where symbols of the tribe signal acceptance and recognition of the Myaamia people, while institutional racism and the possessive investment of whiteness are left ignored and unaddressed.

scholarly journals Disrupting Ignorance and Settler Identities: The Challenges of Preparing Beginning Teachers for Treaty Education

in education ◽  
2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Jennifer Tupper
Keyword(s):  
Critical Race Theory ◽  
Beginning Teachers ◽  
First Nations ◽  
Provincial Government ◽  
Critical Race ◽  
Race Theory ◽  
Predominately White ◽  
First Nations People ◽  
K 12 ◽  
The University

In the fall of 2008, the Provincial Government of Saskatchewan announced mandatory treaty education for all students in K-12 schooling.  Given the foundational importance of treaties and the treaty relationship to Canada, and ongoing reconciliation efforts with First Nations people, this initiative is to be celebrated.  However, a central concern exists regarding the implementation of treaty education in Saskatchewan schools. To that end, this paper discusses research, with 348 predominately white, teacher education candidates at the University of Regina, regarding their knowledge, (mis)understandings, and experiences with treaty education, in both grade school and university contexts.  Using critical race theory as a lens through which to conceptualize and make sense of the research, along with theories of ignorance as an epistemological exercise, the paper illustrates the imperative of enacting treaty education given (white) settler students struggles(and refusals) to connect their own social and economic privileges to treaties.Keywords: Treaty education; critical race theory; curriculum

Connecting Critical Race Theory with Second Generation Legal Consciousness Work in Obasogie's Blinded by Sight

2016 ◽  
Vol 41 (04) ◽  
pp. 1069-1077 ◽  
Author(s):  
Laura E. Gómez
Keyword(s):  
Critical Race Theory ◽  
Social Practices ◽  
The Other ◽  
Law And Society ◽  
Racial Consciousness ◽  
Legal Consciousness ◽  
Blind People ◽  
Critical Race ◽  
Race Theory ◽  
Legal Scholar

Sociologist and legal scholar Osagie Obasogie's study of how blind people “see” race reveals the usually invisible, taken-for-granted mechanisms that reproduce racism. In Blinded by Sight, he distinguishes racial consciousness from legal consciousness, though he notes their common emphases on studying how cumulative social practices and interactions produce commonsense understandings. I argue that there is much to be gained from connecting these two fields, one emanating primarily out of critical race theory and the other out of law and society scholarship. Legal consciousness offers an important avenue for bridging macro studies of race making with micro studies such as Obasogie's, which focus on individuals' experiences and practices of constructing race and learning racism.

The other within: Agency and resistance under conditions of exclusion

2019 ◽  
Vol 46 (1) ◽  
pp. 18-24
Author(s):  
José Medina
Keyword(s):  
Critical Race Theory ◽  
The Other ◽  
Indigenous Populations ◽  
Political Agency ◽  
Critical Race ◽  
Race Theory ◽  
Migrant Populations ◽  
Proper Functioning ◽  
The Relationship

This essay puts in conversation some of Seyla Benhabib’s insights about exiled, stateless and migrant populations with ongoing discussions in critical race theory about the racial exclusions of indigenous populations and populations of colour not only in the foundations of Western modern states but also in their contemporary functioning today. The essay locates these exclusions not only in the failures of states but also in their proper functioning, that is, in their very design and constitutive structures, focusing for this purpose on what is described as constitutive exclusions. The essay argues that the relationship between legal agency and social and political agency needs further articulation within Benhabib’s jurisgenerative politics in order to properly address constitutive exclusions.

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