scholarly journals A Weapon and a Tool

2021 ◽  
Vol 5 (1) ◽  
pp. 60-78
Author(s):  
Tonia Sutherland ◽  
Alyssa Purcell
Keyword(s):  
Critical Race Theory ◽  
The Other ◽  
Historical Knowledge ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Diversity And Inclusion ◽  
Decolonizing Methodologies ◽  
New Knowledge ◽  
Generational Trauma ◽  
Mass Digitization

This article uses Indigenous decolonizing methodologies and Critical Race Theory (CRT) as methodological and theoretical frameworks to address colonial and racialized concerns about archival description; to argue against notions of diversity and inclusion in archival descriptive practices; and to make recommendations for decolonizing description and embracing redescription as liberatory archival praxis. First, we argue that extant descriptive practices do not diversify archives. Rather, we find that descriptive work that isolates and scatters aims to erase the identifiable existence of unique Indigenous voices. Next, we argue that while on one hand, the mass digitization of slavery-era records holds both the promise of new historical knowledge and of genealogical reconstruction for descendants of enslaved peoples, on the other hand, this trend belies a growing tendency to reinscribe racist ideologies and codify damaging ideas about how we organize and create new knowledge through harmful descriptive practices. Finally, working specifically against the rhetoric of diversity and inclusion, we challenge the ways archives claim diverse representation by uncritically describing records rooted in generational trauma, hatred, and genocide, and advocate for developing and employing decolonizing and redescriptive practices to support an archival praxis rooted in justice and liberation, rather than more palatable (and less effective) notions of “diversity and inclusion”.

scholarly journals Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model

2018 ◽  
Vol 11 (3) ◽  
pp. 84 ◽  
Author(s):  
Marcela G. Cuellar ◽  
Vanessa Segundo ◽  
Yvonne Muñoz
Keyword(s):  
Critical Race Theory ◽  
Critical Role ◽  
Community Cultural Wealth ◽  
Student Experiences ◽  
Future Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Cultural Wealth ◽  
Postsecondary Access ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Astin & antonio, 2012) and integrates critical theoretical frameworks, namely critical race theory and community cultural wealth. In proposing an adapted IEO model assessing Latinx empowerment, we encourage scholars and practitioners to expand notions of what constitutes success and excellence at HSIs in terms of how they educate and empower Latinx students.

Beyond Ferguson

2017 ◽  
Author(s):  
Priscilla Ocen
Keyword(s):  
Social Psychology ◽  
Criminal Justice ◽  
Critical Race Theory ◽  
Criminal Procedure ◽  
The Other ◽  
Actor Model ◽  
Race Theory ◽  
Institutional Dynamics ◽  
Local Residents

In this chapter, Priscilla Ocen responds to Mona Lynch’s essay by applying Lynch’s social psychology model to recent events in Ferguson, Missouri, and to the problem of discretionary racism more generally. The chapter asks how a social psychology of criminal procedure might illuminate the situated and influential role of race on all the actors that make up the criminal justice drama, including not only police and prosecutors, but also local residents. Ocen argues that the “situated actor” model should take a page from Critical Race Theory (CRT) and include the historical and “macro-institutional dynamics” of race, because “individuals and institutions [in the criminal system] operate in particular political and historical contexts that are deeply racialized.” Ocen also points out that the subjects of the criminal system are themselves situated actors, whose interpretations and operationalization of criminal rules and norms should also be accounted for in empirically rich ways. Ultimately, the chapter makes the case that Lynch’s model and CRT would each gain much from thoughtful engagement with the insights of the other.

Disability Critical Race Theory: Exploring the Intersectional Lineage, Emergence, and Potential Futures of DisCrit in Education

2018 ◽  
Vol 42 (1) ◽  
pp. 46-71 ◽  
Author(s):  
Subini Ancy Annamma ◽  
Beth A. Ferri ◽  
David J. Connor
Keyword(s):  
Critical Race Theory ◽  
The Body ◽  
Critical Race ◽  
Race Theory ◽  
New Knowledge ◽  
The Future ◽  
Interdisciplinary Scholarship

In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities to investigate how patterns of oppression uniquely intersect to target students at the margins of Whiteness and ability, DisCrit has been taken up by scholars to expose and dismantle entrenched inequities in education.

scholarly journals Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout

2021 ◽  
Vol 11 (4) ◽  
pp. 1436
Author(s):  
Juan Pablo Salazar-Fernandez ◽  
Marcos Sepúlveda ◽  
Jorge Munoz-Gama ◽  
Miguel Nussbaum
Keyword(s):  
Student Retention ◽  
Failure Rate ◽  
Undergraduate Students ◽  
Process Mining ◽  
The Other ◽  
High Failure Rate ◽  
Theoretical Frameworks ◽  
Educational Trajectories ◽  
New Knowledge

Late dropout is one of the most pressing challenges currently facing higher education, and the process that each student follows to arrive at that decision usually involves several academic periods. This work presents a curricular analytics approach at the program level, to analyze how educational trajectories of undergraduate students in high-failure rate courses help to describe the process that leads to late dropout. Educational trajectories (n = 10,969) of high-failure rate courses are created using Process Mining techniques, and the results are discussed based on established theoretical frameworks. Late dropout was more frequent among students who took a stopout while having high-failure rate courses they must retake. Furthermore, students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory. On the other hand, the educational trajectories of students who ended in late dropout without high-failure rate courses they must retake were more similar to those of students who graduated late. Moreover, some differences found among ISCED fields are also described. The proposed approach can be replicated in any other university to understand the educational trajectories of late dropout students from a longitudinal perspective, generating new knowledge about the dynamic behavior of the students. This knowledge can trigger improvements to the curriculum and in the follow-up mechanisms used to increase student retention.

scholarly journals And ya don’t stop: investigating race, space and meaning in Toronto’s queer party ‘Yes Yes Y’all’

2021 ◽  
Author(s):  
Trudie Jane Gilbert
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Hip Hop ◽  
Major Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Sexuality And Gender ◽  
Race And Sexuality ◽  
And Gender

This Major Research Paper (MRP) is a case study of the queer hip hop and dancehall party Yes Yes Y’all (YYY). This MRP seeks to challenge white, cismale metanarratives in Toronto’s queer community. This paper employs Critical Race Theory (CRT) and queer theory as theoretical frameworks. Racialization, racism, homophobia, homonormativities and homonational rhetoric within queer discourses are interrogated throughout the analysis. In pursuit of this research, five participants and two key informants were interviewed. Four emergent themes are explored: fluid identities, the intersection of race and sexuality, dancing as expression of sexuality and gender identity, and the transgressive possibilities of YYY.

scholarly journals And ya don’t stop: investigating race, space and meaning in Toronto’s queer party ‘Yes Yes Y’all’

2021 ◽  
Author(s):  
Trudie Jane Gilbert
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Hip Hop ◽  
Major Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Sexuality And Gender ◽  
Race And Sexuality ◽  
And Gender

This Major Research Paper (MRP) is a case study of the queer hip hop and dancehall party Yes Yes Y’all (YYY). This MRP seeks to challenge white, cismale metanarratives in Toronto’s queer community. This paper employs Critical Race Theory (CRT) and queer theory as theoretical frameworks. Racialization, racism, homophobia, homonormativities and homonational rhetoric within queer discourses are interrogated throughout the analysis. In pursuit of this research, five participants and two key informants were interviewed. Four emergent themes are explored: fluid identities, the intersection of race and sexuality, dancing as expression of sexuality and gender identity, and the transgressive possibilities of YYY.

scholarly journals Whiteness Owns it, Blackness Defines it

2021 ◽  
Vol 11 (2) ◽  
pp. 15-27
Author(s):  
Amy Swain ◽  
Timberly L. Baker
Keyword(s):  
Rural Education ◽  
Critical Race Theory ◽  
Black Belt ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Alternative Vision ◽  
Southern Black Belt

Any examination of schools and schooling in the rural Southern Black Belt must interrogate the enduring logic of plantation politics and examine rural equity work through a racialized lens. We defined rural and identify a rural reality for life in the Black Belt South. Critical Race Theory (CRT) and antiblackness are offered as potential race-conscious theoretical frameworks to a plantation rurality, and we propose an alternative vision of rural education scholarship in the Southern Black Belt that invites space for anticolonial liberation.

Machitia

2019 ◽  
pp. 243-264
Author(s):  
Joél-Léhi Organista
Keyword(s):  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Mobile Technology ◽  
Mobile App ◽  
Lesson Plans ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Culturally Sustaining Pedagogy

Machitia is an educator-focused mobile app prototype where educators create, collaborate, and share lesson plans. These lesson plans embed the following liberating and transformative theoretical frameworks and pedagogies called in this chapter “circles of liberation”: (1) Dis/ability critical race theory (DisCrit), (2) biliteracy, (3) culturally sustaining pedagogy, (4) radical healing, (5) critical pedagogy, (6) proficiency-based learning, (7) queer theory, and (8) decolonizing theory. After introducing those frameworks, a mapping of currently existing educator-focused platforms prelude the review of mobile technology theoretical frameworks Machitia's design incorporates. Then, the discussion turns to how all the circles of liberation and mobile technology theoretical frameworks manifest as features within Machitia. By the end of the chapter, learners and educators will have a sense of the various possibilities of, and the need for, an education-focused liberation platform.

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 Inside and Outside Perspectives: A Review of Invisible Asians: Korean American Adoptees, Asian American Experiences and Racial Exceptionalism

2018 ◽  
Author(s):  
Jinsu Byun
Keyword(s):  
Critical Race Theory ◽  
Asian American ◽  
Lived Experiences ◽  
Korean American ◽  
Oral Histories ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Post Colonial ◽  
Korean Adoptees

The following is a review of the book Invisible Asians: Korean American Adoptees, Asian American Experiences and Racial Exceptionalism, written by Kim Park Nelson. In the book, the author used ethnography and collected oral histories, and critical race theory and a post-colonial approach were employed as theoretical frameworks. In particular, as not only an insider (an adoptee) but an outsider (a researcher), she maintained a well-balanced view in describing vivid lived experiences of Korean adoptees and diverse sociocultural environments that impacted them. This book would be a great guide for novice qualitative researchers who want to be ethnographers and study minorities in U.S. society.

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