scholarly journals Towards Compassionate Care: A Critical Race Analysis of Teaching in Township Schools

2019 ◽  
Vol 23 ◽  
Author(s):  
Crystal Kennemer ◽  
Christopher B. Knaus
Keyword(s):  
Critical Race Theory ◽  
Secondary School ◽  
Instructional Strategies ◽  
Ethic Of Care ◽  
Code Switching ◽  
Critical Race ◽  
Compassionate Care ◽  
School Day ◽  
Analysis Of Teaching ◽  
Race Analysis

This article presents findings from a critical race theory-informed qualitative study of three teachers in a township secondary school outside of Cape Town, South Africa. Based on a series of interviews conducted throughout the school day, this study demonstrates how teachers intentionally empower learners to navigate school infrastructures that reinforce racial disparities. Findings centre a commitment to empowering instructional strategies, including code-switching and an ethic of compassionate care for learners of colour navigating resource-poor schools. The article concludes by arguing for immediate attention to remedying historic racialised disparities, fostering code-switching as intentional instructional approaches, and considering an ethic of care that helps learners navigate the daily conditions of township life.

scholarly journals British Columbia's Full Day Kindergarten Program Guide: A Critical Race Analysis

2012 ◽  
Vol 37 (1) ◽  
pp. 12-20
Author(s):  
Jennifer Moule
Keyword(s):  
Early Childhood ◽  
Elementary Schools ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Full Day Kindergarten ◽  
School Day ◽  
Full Day ◽  
Insight Into ◽  
Race Analysis

In September 2011, all elementary schools in British Columbia, Canada began providing a full school day of kindergarten to its children. Prior to this, the majority of children experi-enced kindergarten in a half day for-mat, while the province provided a full day to children from “certain pop-ulations” of ethnicity, language, and ability. Supporters of the change pro-fess that a full day of kindergarten can be beneficial for all children, which will subsequently benefit the province in general. This paper aims to gain insight into how the contemporary discourses in early childhood educa-tion in relation to full day kinder-garten influence the racialized experi-ences of British Columbia's young children of colour. A textual analysis was conducted on the Full Day Kindergarten Program Guide (2010) from the lens of Critical Race Theory. The guide's ambiguous use of the con-cept of “culture” is highlighted.

scholarly journals Toward a critical race analysis of the COVID-19 crisis in US carceral institutions

2021 ◽  
pp. 026101832110014
Author(s):  
Paddy Farr
Keyword(s):  
Critical Race Theory ◽  
Racial Justice ◽  
Critical Race ◽  
Public Health Response ◽  
The Public ◽  
Detention Centers ◽  
Health Response ◽  
Increased Risk ◽  
History Of ◽  
Race Analysis

People in carceral institutions are at increased risk for COVID-19 infection. Applying critical race theory to the problem of COVID-19 provides tools to analyze the risk of infection and evaluate the public health response within the imprisoned, jailed, and detained population. On the surface, this is due to factors related to a lack of hygiene products, an inability to physically distance, a low quality and inaccessible health care, and poor health. However, at root, the increased risk for infection is directly linked to the legacy of slavery and colonization within the history of US prisons, jails, and detention centers. As a solution to the crisis of COVID-19 and prevention of future pandemics within prisons, jails and detention centers, a critical race orientation provides reason and direction for mass decarceration and racial justice.

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.

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

2020 ◽  
pp. 089590482098303
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Institutions Of Higher Education ◽  
Critical Race ◽  
Historically White ◽  
Race Theory ◽  
White Institutions ◽  
Student Demands ◽  
Historically White Institutions ◽  
Race Analysis

More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus.

Are We Doing Diversity Justice? A Critical Exchange

2020 ◽  
Vol 50 (1) ◽  
pp. 112-119
Author(s):  
Chiamaka Enyi-Amadi ◽  
Emma Penney
Keyword(s):  
Trinity College ◽  
Literary Culture ◽  
Value Systems ◽  
Irish Literature ◽  
Critical Race ◽  
Roundtable Discussion ◽  
Literary Value ◽  
Irish Studies ◽  
Trinity College Dublin ◽  
Race Analysis

This critical exchange is based on a conversation between the authors which took place during the Irish University Review Roundtable Discussion: Displacing the Canon (2019 IASIL Conference, Trinity College Dublin). As authors we give first-hand accounts of our experience writing, editing, and teaching in Ireland, attempting to draw out concerns we have for the future of Irish literature and Irish Studies that specifically relate to race. The conversation here suggests that race directly impacts what we consider valuable in our literary culture. We both insist on decentring universalism as a governing literary critical concept and insist on the urgent application of critical race analysis to the construction of literary value systems in Ireland.

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