scholarly journals “Nice White Meetings”

2020 ◽  
Vol 6 ◽  
pp. 1-15
Author(s):  
Lalitha Nataraj ◽  
Holly Hampton ◽  
Talitha R. Matlin ◽  
Yvonne Nalani Meulemans
Keyword(s):  
Higher Education ◽  
United States ◽  
Critical Race Theory ◽  
Group Work ◽  
The United States ◽  
People Of Color ◽  
Neutral System ◽  
Race Theory ◽  
The Social ◽  
Academic Librarianship

Although the issues of diversity and representation are often discussed within academic librarianship in Canada and the United States, the field has made little headway in being inclusive of the Black, Indigenous, and People of Color (BIPOC) who work within it. If academic libraries are to become truly authentic and inclusive spaces  where BIPOC are central not only to shaping the values of a library but also to determining how those values are accomplished, we must examine the traditional ways in which libraries function. One of these traditions is a reliance on bureaucracy and its associated practices such as structured group work and meetings, which are presumed to be inherently neutral and rational ways of working. Critical examinations of bureaucracy within higher education reveal how its overadoption is absurdly at odds with the social justice–oriented missions of most libraries. Furthermore, not all who are involved in libraries are equally harmed through this overreliance on bureaucracy; this article employs Critical Race Theory to uncover the insidious and specific deleterious impacts bureaucracies can have on BIPOC library workers. The antithesis of a neutral system, bureaucracy instead functions to force assimilation into a system entrenched in whiteness. 

“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 Color Crit: Critical Race Theory and the History and Future of Colorism in the United States

2018 ◽  
Vol 50 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Robert L. Reece
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Racial Inequality ◽  
Census Data ◽  
Black Americans ◽  
The United States ◽  
Skin Tone ◽  
Critical Race ◽  
Race Theory ◽  
American Society

Critical race theory teaches that racism and racial inequality are constants in American society that stand outside of the prejudices of individuals. It argues that structures and institutions are primarily responsible for the maintenance of racial inequality. However, critical race theorists have neglected to formally examine and theorize colorism, a primary offshoot of racial domination. Although studies of colorism have become increasingly common, they lack a unifying theoretical framework, opting to lean on ideas about prejudice and preference to explain the advantages lighter skinned, Black Americans are afforded relative to darker skinned Black Americans. In this study, I deploy a critical race framework to push back against preference as the only, or primary, mechanism facilitating skin tone stratification. Instead, I use historical Census data and regression analysis to explore the historical role of color-based marriage selection on concentrating economic advantage among lighter skinned Black Americans. I then discuss the policy and legal implications of developing a structural view of colorism and skin tone stratification in the United States and the broader implications for how we conceptualize race in this country.

“You Speak Good English”

2015 ◽  
pp. 133-154 ◽  
Author(s):  
Rong Chang ◽  
Sarah L. Morris
Keyword(s):  
Higher Education ◽  
United States ◽  
Lived Experiences ◽  
Local Community ◽  
Model Minority ◽  
The United States ◽  
Female Immigrant ◽  
The Social ◽  
Psychosocial Impacts ◽  
Political Conditions

This chapter describes how the first author, Rong, has experienced stereotyping as a Chinese female immigrant and doctoral student in America, as her experiences typify the experiences of the model minority. Drawing from Rong's personal journal reflections, the authors use autoethnography as the methodology to present her lived experiences as research. Through reflections on Rong's own understandings, this writing seeks to connect individual experiences to larger social, cultural, and political conditions of the United States (Ellis, 2004). The authors recount four different personal encounters with stereotyping in Rong's local community and in the process of pursuing higher education, and discuss the psychosocial impacts resulting from this type of discrimination. Through this work, the authors seek to contribute to the discourse of the social problem of stereotyping for the so-called “model minority.”

Henry Carter Adams: A Case Study in the Emergence of the Social Sciences in the United States, 1850–1900

1968 ◽  
Vol 2 (2) ◽  
pp. 177-197 ◽  
Author(s):  
A. W. Coats
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
United States ◽  
Intellectual History ◽  
The United States ◽  
Academic Profession ◽  
The Social ◽  
The World ◽  
European Counterpart

Few scholars would nowadays question the importance of the United States in the world of learning; but the process whereby that nation attained its present eminence still remains obscure. Among the cognoscenti, it is generally acknowledged that American scholarship had come of age by the early 1900s, whereas fifty years earlier there had been only a handful of American scholars and scientists of international repute, and the country's higher education lagged far behind its European counterpart. Yet despite the recent popularity of intellectual history and research in higher education, which has produced a veritable flood of publications touching on various aspects of this theme, the heart of the process—the emergence of the academic profession—is still inadequately documented and imperfectly understood.

scholarly journals Disability, Race, and the Black Satyr of the United States of America: The Case of Grover Underwood from Rick Riordan’s The Lightning Thief and its Film Adaptation by Chris Columbus

2019 ◽  
Vol 1 (1) ◽  
pp. 130-146
Author(s):  
Anna Mik
Keyword(s):  
United States ◽  
Comparative Analysis ◽  
Critical Race Theory ◽  
Motion Picture ◽  
United States Of America ◽  
The United States ◽  
Film Adaptation ◽  
Reception Studies ◽  
Race Theory ◽  
The Usa

This article aims to present the book-to-film metamorphosis of Grover Underwood from Rick Riordan’s novel The Lightning Thief (2005), adapted in 2010 by Chris Columbus for the screen. This character in both works is presented as an excluded member of the society: in the empirical world, as a disabled person, in the mythological one, as a satyr. What is more, in the motion picture, Grover, played by a Black actor, poses as an even more marginalised character, as a representative of a community discriminated in the USA. Therefore, the images of this character reflect the various levels of exclusion and show the ideological significance of a contemporary adaptation for the young audience. The comparative analysis is performed with the use of reception studies and critical race theory perspectives.  

scholarly journals Sunera Thobani: A Very Public Intellectual

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
William K. Carroll
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
The United States ◽  
Reproductive Technologies ◽  
The Philippines ◽  
Public Intellectual ◽  
Media Representations ◽  
Critical Race ◽  
Race Theory ◽  
Social Sciences And Humanities

<p>Sunera Thobani is a formidable activist and scholar. Through decades of activism and scholarship, spanning the globe from East Africa to Canada, via England and the United States, she has developed and applied a critical race feminist and anti-imperialist analysis of world capitalism and colonialism. As an activist, she is probably best known as the former President of the National Action Committee on the Status of Woman, Canada&rsquo;s then largest feminist organization. During her tenure she sought to make anti-racism central to feminist struggles. In her academic work, she has developed critical race theory to cast new light on the dynamics around globalization, violence against women, reproductive technologies, social programmes, immigration and nation-building, and colonialism and war. In her research and teaching, she consistently combines her scholarship with community activism, including through her work at the Centre for Race, Autobiography, Gender and Age (RAGA), which she directs and which features active collaboration among community activists and university scholars and students. She is a founding member of the Canada-wide alliance, Researchers and Academics of Colour for Equity.</p><p>Sunera Thobani was educated at universities in England, the United States and received her PhD from Simon Fraser University in Canada. She is the author of numerous articles, both scholarly and for a more general public. Arguably her most well-known intervention is &ldquo;War Frenzy,&rdquo; a 2001 speech calling on women across Canada to oppose the Canadian support of the American-led invasion into Afghanistan. This intervention is now reproduced in a book of Great Canadian Speeches (2004). A frequently invited speaker in both her academic and activist capacities, she has addressed audiences across Canada, as well as in Austria, China, Denmark, England, India, Malaysia, Mexico, the Palestine Occupied Territories, the Philippines, and the United States. Sunera Thobani has co-edited several books on critical race theory and feminism and is the author of the widely-read Exalted Subjects: Studies in the Making of Race and Nation in Canada (2007). Her forthcoming Social Sciences and Humanities Research Council (SSHRC) supported book is tentatively titled <em>Media Representations of Gender and the War on Terror</em>.</p><p><br />This interview was conducted by William K. Carroll in Vancouver, British Columbia in February 2012.</p>

Applying Disability Critical Race Theory (DISCRIT) in the Practice of Teacher Education in the United States

2019 ◽  
Author(s):  
Valentina Migliarini ◽  
Subini Annamma
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Education Reform ◽  
The United States ◽  
Critical Race ◽  
Behavioral Management ◽  
Race Theory

Strategies for behavioral management have been traditionally derived from an individualistic, psychological orientation. As such, behavioral management is about correcting and preventing disruption caused by the “difficult” students and about reinforcing positive comportment of the “good” ones. However, increased classroom diversity and inclusive and multicultural education reform efforts, in the United States and in most Western societies, warrant attention to the ways preservice teachers develop beliefs and attitudes toward behavior management that (re)produce systemic inequities along lines of race, disability, and intersecting identities. Early-21st-century legislation requiring free and equitable education in the least restrictive environment mandates that school professionals serve the needs of all students, especially those located at the interstices of multiple differences in inclusive settings. These combined commitments create tensions in teacher education, demanding that educators rethink relationships with students so that they are not simply recreating the trends of mass incarceration within schools. Disability Critical Race Theory (DisCrit) shifts the questions that are asked from “How can we fix students who disobey rules?” to “How can preservice teacher education and existing behavioral management courses be transformed so that they are not steeped in color evasion and silent on interlocking systems of oppression?” DisCrit provides an opportunity to (re)organize classrooms, moving away from “fixing” the individual—be it the student or the teacher—and shifting toward justice. As such, it is important to pay attention not only to the characteristics, dispositions, attitudes, and students’ and teachers’ behaviors but also to the structural features of the situation in which they operate. By cultivating relationships rooted in solidarity, in which teachers understand the ways students are systemically oppressed, how those oppressions are (re)produced in classrooms, and what they can do to resist those oppressions in terms of pedagogy, curriculum, and relationship, repositions students and families are regarded as valuable members. Consequently, DisCrit has the potential to prepare future teachers to create a learning environment that encourages positive social interactions and active engagement in learning focused on creating solidarity in the classroom instead of managing. This results in curriculum, pedagogy, and relationships that are rooted in expansive notions of justice. DisCrit can help preservice teachers in addressing issues of diversity in the curriculum and in contemplating how discipline may be used as a tool of punishment, and of exclusion, or as a tool for learning. Ultimately, DisCrit as an intersectional and interdisciplinary framework can enrich existing preservice teachers’ beliefs about relationships in the classroom and connect these relationships to larger projects of dismantling inequities faced by multiply marginalized students.

Research on Racism in Teacher Education in the United States

2019 ◽  
Author(s):  
Vanessa Dodo Seriki ◽  
Cory T. Brown
Keyword(s):  
United States ◽  
Teacher Education ◽  
Critical Race Theory ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Education Teacher ◽  
Racial Realism ◽  
Analytical Tools ◽  
Derrick Bell

Racial realism, as posited by Derrick Bell, is a movement that provides a means for black Americans to have their voice and outrage about the racism that they endure heard. Critical race theorists in the United States have come to understand and accept the fact that racial equality is an elusive goal and as such studying education—teacher education in particular—requires the use of analytical tools that allow for the identification and calling out of instances of racism and institutions in which racism is entrenched. The tools for doing such work have not traditionally been a part of teacher education research. However, in 1995 Gloria Ladson-Billings and William F. Tate introduced a tool, critical race theory, to the field of education. Since that time, education scholars have used this theoretical tool to produce research that illuminates the pernicious ways in which racism impacts teacher education in the United States.

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