scholarly journals Curriculum Integration and the Forgotten Indigenous Students: Reflecting on Métis Teachers’ Experience

in education ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 3-23
Author(s):  
Carmen Leigh Gillies
Keyword(s):  
Critical Race Theory ◽  
Curriculum Integration ◽  
Wide Spectrum ◽  
Indigenous Education ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Curricular Integration ◽  
Indigenous Students ◽  
K 12

Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K–12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools—structural determinism, anti-essentialism, and interest convergence—are utilized to examine the limitations of curricular integration as a strategy of racial justice. Keywords: Métis teachers; Indigenous education; critical race theory; integrated schools

scholarly journals What’s Your Street Race? The Urgency of Critical Race Theory and Intersectionality as Lenses for Revising the U.S. Office of Management and Budget Guidelines, Census and Administrative Data in Latinx Communities and Beyond

Genealogy ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 75
Author(s):  
Nancy López ◽  
Howard Hogan
Keyword(s):  
Critical Race Theory ◽  
Administrative Data ◽  
Skin Color ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Disciplinary Boundaries ◽  
The Difference ◽  
Structural Inequities ◽  
The U.S

What’s your street race? If you were walking down the street what race do you think strangers would automatically assume you are based on what you look like? What is the universe of data and conceptual gaps that complicate or prevent rigorous data collection and analysis for advancing racial justice? Using Latinx communities in the U.S. as an example, we argue that scholars, researchers, practitioners and communities across traditional academic, sectoral and disciplinary boundaries can advance liberation by engaging the ontologies, epistemologies and conceptual guideposts of critical race theory and intersectionality in knowledge production for equity-use. This means not flattening the difference between race (master social status and relational positionality in a racially stratified society based on the social meanings ascribed to a conglomeration of one’s physical characteristics, including skin color, facial features and hair texture) and origin (ethnicity, cultural background, nationality or ancestry). We discuss the urgency of revising the U.S. Office of Management and Budget (OMB) standards, as well as the Census and other administrative data to include separate questions on self-identified race (mark all that apply) and street race (mark only one). We imagine street race as a rigorous “gold standard” for identifying and rectifying racialized structural inequities.

Building Racial Justice Into a Master's Program

2022 ◽  
pp. 98-124
Author(s):  
Jenifer Crawford ◽  
Ebony C. Cain ◽  
Erica Hamilton
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Academic Program ◽  
Master's Program ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Language Teacher Education ◽  
Curriculum Instruction ◽  
Institutional Challenges

This chapter describes a five-year equity initiative to transform a language teacher education professional master's program into one that cultivates racial justice and equity-minded practices in graduates. This chapter will review program work over the last five years on two critical efforts involved in the ongoing five-year equity-minded initiatives. The program activities include data review and planning from 2017 to 2018 and equity curricular re-design from 2018 to 2020, where faculty revised program goals, curriculum, and syllabi. Critical race theory and equity-mindedness frameworks guided this equity initiative's process, goals, and content. The authors argue that building racial justice into a professional master's program requires applying a critical race analysis to the normative assumptions about academic program redesign. Individual and institutional challenges are discussed, and recommendations for building racial justice into the curriculum, instruction, and program policies are provided.

Critical Race Theory, Racial Justice, and Education

2018 ◽  
pp. 3-10
Author(s):  
Jessica T. DeCuir-Gunby ◽  
Thandeka K. Chapman ◽  
Paul A. Schutz
Keyword(s):  
Critical Race Theory ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory

scholarly journals Authentic Compliance with a Symbolic Legal Standard? How Critical Race Theory Can Change Institutionalist Studies on Diversity in the Workplace

2021 ◽  
pp. 1-16
Author(s):  
Yael Plitmann
Keyword(s):  
Critical Race Theory ◽  
Civil Rights ◽  
Organizational Analysis ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Legal Concept ◽  
A Value ◽  
Legal Standard ◽  
Diversity In The Workplace

This review essay introduces critical race theory to the organizational analysis of diversity in the workplace. One central finding of the empirical institutionalist literature examining diversity in organizations is the apparent failure of diversity, as a value adopted by the organization, to transform practices of discrimination and exclusion in the workplace. Scholars in this field implicitly accept the narrative about diversity as a substantive civil rights value, associating its presence with racial justice ideals. A critical analysis of this legal concept inspired by the lessons of critical race theory highlights the problematic legal construction of diversity and its role in justifying and reinforcing racial hierarchies. Adding to existing neo-institutionalist literature, I suggest that, alongside an investigation into employers’ compliance practices with diversity precepts, attention should be paid to the limitations inherent in the legal standard of diversity itself.

scholarly journals A Preliminary Study Interrogating the Cataloging and Classification Schemes of a K-12 Book Discovery Platform through a Critical Race Theory Lens

2020 ◽  
Vol 4 (1) ◽  
pp. 106-121
Author(s):  
Kafi D. Kumasi ◽  
Cynthia Jimes ◽  
Amee Evans Godwin ◽  
Lisa A. Petrides ◽  
Anastasia Karaglani
Keyword(s):  
Critical Race Theory ◽  
School Librarians ◽  
Critical Race ◽  
Race Theory ◽  
Classification Schemes ◽  
Contextual Design ◽  
Preliminary Study ◽  
K 12 ◽  
Equity And Inclusion ◽  
Race Equity

AbstractThis article presents the results of a preliminary study to examine the cataloging and classification schemes and ideological factors that play out in book discovery platforms for children’s and young adult books. Using Critical Race Theory and a Rapid Contextual Design approach to exploring the curatorial behaviors of school librarians when searching for diverse books, the study offers design ideas for retooling discovery platforms in ways that bridge the cultural disconnect that young adults from historically marginalized racial backgrounds experience in their libraries. The article concludes that in order for school librarians to find, recommend and teach about books that reflect race, equity and inclusion themes, they need more sophisticated and user-centered features that reflect critical race and multicultural analytic frameworks. This includes the need for a common vocabulary around issues of race, equity and inclusion that can simultaneously cut through the ambiguity of social tagging and yet subvert the status quo of entrenched liberalism and/or racially biased ideologies embedded in traditional classification schemes and hierarchies, such as those used in Library of Congress subject headings. The findings further suggest that school librarians would benefit from enhanced education and training in the intersections of cataloging, classification and critical race scholarship.

scholarly journals Moving From Multiculturalism to Critical Race Theory Within a School of Social Work

2021 ◽  
Vol 21 (2/3) ◽  
pp. 876-897
Author(s):  
Saanà A. Polk ◽  
Nicole Vazquez ◽  
Mimi E. Kim ◽  
Yolanda R. Green
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
White Supremacy ◽  
Transformational Change ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Personnel Practices ◽  
Global Pandemic ◽  
School Of Social Work

The continued presence of racism and white supremacy has risen to a crisis level as today’s global pandemic, police abuse targeting Black, Indigenous and other people of color (BIPOC) communities, and mass urban uprisings rock the nation. This article presents a case study of a West Coast school of social work that has carried out a five-year systematic campaign to move all levels of the program beyond a multicultural orientation towards critical race theory. This study reveals the results of a self-organized cross-racial committee within a school of social work, motivated by an ambitious goal to implement a racial justice orientation throughout the school’s personnel, practices, policies, and curricula. The committee has been further characterized by its commitment to engage across the power-laden divisions of field faculty, tenure track faculty, and administrative staff. The article offers documented stages of development, narratives from across differences of identity and professional role, and thick descriptions of strategies that led to the adoption and infusion of an intersectional critical race analysis throughout the school’s curricula. The organic development of the campaign and the leveraging of opportunities throughout the campus and across campuses offer important lessons for other schools of social work undergoing transformational change.

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

scholarly journals The Obligation Thesis: Understanding the Persistent “Black Voice” in Modern Legal Scholarship

2007 ◽  
Vol 68 (3) ◽  
Author(s):  
Monica Bell
Keyword(s):  
African American ◽  
African Americans ◽  
Critical Race Theory ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Rigorous Analysis ◽  
Legal Scholarship ◽  
Narrative Perspective ◽  
Sense Of Obligation

This Article revisits the debate over minority voice scholarship, particularly African-American scholarship, that raged in the late 1980s and early 1990s with the advent of critical race theory (CRT). Many critical race theorists elevated the voices of minority scholars, arguing that scholarship in the minority voice should be accorded greater legitimacy than work on race produced by white intellectuals. Many white and some African-American scholars disagreed with “Crits’” analyses. They charged that good scholarship by African Americans should be judged as a fact-in itself, not ghettoized or subjected to less rigorous analysis than scholarship by white academics. This Article explores the work of four current up-and-coming black legal scholars to revisit that early disagreement and its ramifications in the modern black legal academy. By and large, it appears that the anti-CRT writers have won the debate. Today’s legal academy, at least as reflected in the work of many highly sought-after black scholars, more closely reflects the anti-narrative perspective on scholarship. Black scholars continue to write on racial topics, but with different methodologies than many CRT scholars. Like other areas of legal scholarship, interdisciplinary and doctrinal methods are most prevalent. The Article suggests that one reason African-American legal scholars continue to write about race, despite the risks of doing so, is their sense of obligation to the black community. I contend that this obligation runs just as deeply for black academics as it does for black practitioners, who tend to closely relate the legal profession with the struggle for racial justice.

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

2020 ◽  
Vol 122 (1) ◽  
pp. 1-24
Author(s):  
Ryan M. Crowley ◽  
William L. Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Students Of Color ◽  
White Privilege ◽  
Teacher Educators ◽  
Research Question ◽  
Critical Race ◽  
Race Theory ◽  
Long Term Impact ◽  
K 12

Background/Context Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K–12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To create a more historical and structural critique, we demonstrated how the tenets of White privilege pedagogy conflicted with key principles of critical race theory and with lessons from past racial remedies. We contend that White privilege pedagogy arises from a racial liberalist worldview and requires an untenable convergence of interests that limits its long-term impact. We parallel our critiques of White privilege pedagogy with arguments used by critical race scholars to explain the limited impact of previous efforts at racial reform. Conclusions/Recommendations The authors urge teacher educators to move away from the individualized and over-essentialized representations of racism inherent to White privilege pedagogy in favor of historical, structural, and intersectional discussions of race, racism, and the construction of White privilege.

Use of Critical Race Theory to Understand Exclusion of Indigenous Students From Gifted Education

2021 ◽  
pp. 101-116
Author(s):  
Justina Yohannan ◽  
Adrianna Crossing ◽  
Lisa Aguilar ◽  
Sherrie L. Proctor
Keyword(s):  
Critical Race Theory ◽  
Gifted Education ◽  
Critical Race ◽  
Race Theory ◽  
Indigenous Students
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