scholarly journals Majoritarian Stories and Counterstories: Critical Race Theory Approaches to Countering Deficit Discourse in Higher Education

2022 ◽  
Author(s):  
Kirk Greenwood
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Social Class ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Students Of Color ◽  
Postsecondary Institutions ◽  
Critical Discourse ◽  
Critical Race ◽  
Race Theory

This paper employs critical discourse analysis to interrogate rhetorics of academic deficit subtending institutional neglect of equitable opportunity for students of color at U.S. postsecondary institutions. It further reviews Critical Race Theory literature in education, paying special attention to research that foregrounds social class as a discriminate variable distinguishing truly liberatory pedagogies from the merely critical.

scholarly journals The New CAAT: (Dis)illusions of Freedom and the New College Charter in Ontario

2010 ◽  
Vol 38 (1) ◽  
pp. 105-120
Author(s):  
Anita Arvast
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Performance Indicators ◽  
Local Level ◽  
Critical Discourse ◽  
New Era ◽  
Post Secondary

In 2002 a new Ontario college charter signaled a new era for higher education in Ontario. The charter was presumed to usher in a new way of doing higher education, one that provided greater freedom for Ontario colleges and presumably greater access for communities to higher education. Coupled with the Post-Secondary Choice and Excellence Act of 2000, which provided colleges the opportunity to offer degrees, the colleges appeared well set for the freedom they sought. With the decentralization of approval for curriculum comes an appearance of greater autonomy and authority at the local level; however, with steering mechanisms of funding, performance indicators, and discourses of the marketplace, globalization and performativity permeating curriculum processes, “freedom” remains strongly tempered. This paper uses Foucauldian and critical discourse analysis as a means of considering power and higher education in Ontario, and the limitations and opportunities for “freedom” within our existing discourses.  

scholarly journals Feminist Critical Discourse Analysis of The Stone Woman by Tariq Ali

2020 ◽  
Vol V (III) ◽  
pp. 275-287
Author(s):  
Muhammad Asaf Amir ◽  
Sajid Ali ◽  
Farheen Akhter
Keyword(s):  
Discourse Analysis ◽  
Social Class ◽  
Critical Discourse Analysis ◽  
Social Institutions ◽  
Critical Discourse ◽  
Feminist Critique ◽  
The Social ◽  
Feminist Critical Discourse Analysis ◽  
Family And Marriage ◽  
Status Of Women

This paper brings out the Feminist Critique of Ali's Novel The Stone Woman by applying Critical Discourse Analysis (henceforth CDA). The study employs a corpus-driven technique. Lazar's (2007) feminist CDA model has been used to study how women are kept out of the social circle, and the ideology of the superiority of men has been institutionalized and naturalized. This, in turn, gives power and hegemony to man as a social class. It has been concluded that the place and status of women in society have been gendered, and they are victims of social and economic discrimination. Men are supported by social institutions like family and marriage to make their discourse privileged, preferred and justified.

scholarly journals Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

2021 ◽  
Vol 11 (10) ◽  
pp. 602
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Black People ◽  
Hate Crimes ◽  
Critical Race ◽  
Bad Faith ◽  
Race Theory ◽  
High Profile ◽  
Disconfirming Evidence

In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.

The Every Student Succeeds Act and Multicultural Education: A Critical Race Theory Analysis

2018 ◽  
Vol 120 (13) ◽  
pp. 1-18
Author(s):  
Floyd D. Beachum
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Students Of Color ◽  
Urban Areas ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers.

Dealing With the Elephant in the Classroom

2021 ◽  
pp. 1282-1295
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

scholarly journals ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

2016 ◽  
Vol 19 (2) ◽  
pp. 46-62 ◽  
Author(s):  
Jean Claude Byungura ◽  
Henrik Hansson ◽  
Kamuzinzi Masengesho ◽  
Thashmee Karunaratne
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Capacity Building ◽  
Critical Discourse Analysis ◽  
National Level ◽  
Critical Discourse ◽  
Institutional Policies ◽  
Policy Documents ◽  
Ict Infrastructure ◽  
Implementation Level

Abstract With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

scholarly journals Settlers, Sell-outs and Sons of the Soil: The Creation of Aliens in Zimbabwe and the Challenge for Higher Education

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Munyaradzi Hwami
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Citizenship Education ◽  
Personal Experience ◽  
Critical Discourse ◽  
Great Zimbabwe ◽  
To Come

The contemporary colonial world is witnessing struggles for domination and existence that have led to exclusion of some groups on the basis of parameters defined by the powerful. This contribution observes practices and policies of belonging and exclusion developing in Zimbabwe and argues that higher education should take the lead in discussing and proposing citizenship education that would produce cosmopolitan patriots, responsible and tolerant citizens. The discussion is a critical discourse analysis of dominant colonial forces of authoritarian nationalism and neoliberalism supplemented by personal experience and engagement with students and faculty at the Great Zimbabwe University. What has been observed is the failure of civil society and state led programmes in this endeavour and the honours rests with higher education institutions to develop citizenship education rooted in ideals that critique hegemonic discourses. This demands a change in perspectival foci and this study advances the adoption of anti-colonial liberationist perspectives as one of the options if an end to classification of citizens as aliens and patriots is to come to an end.

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