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 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.

Critical Race Theory

2012 ◽  
pp. 426-439 ◽  
Author(s):  
Marilyn Y. Byrd
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Social Identity ◽  
Predominantly White ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Institutional Settings ◽  
Marginalized Groups ◽  
The Social

This chapter is a qualitative, narrative case study that seeks to unveil the social identity diversity of leadership from the perspective a Black woman leader. Social identity diversity is a form of difference that marginalized groups, such as Black women, experience in predominantly White organizational and institutional settings as a result of intersectionality. Social identity diversity creates multiple dynamics for groups such as Black women who hold leadership positions in the aforementioned settings. This study highlights the need for more inclusive and cultural perspectives of leadership, which calls for more inclusive theoretical frameworks that consider the social identity diversity of the leader. Critical race theory is presented as a theoretical framework that is useful for explaining how systems of power sustain domination and oppression in organizational and institutional settings. Implications for an emerging social justice paradigm are given.

scholarly journals Digital Contemplative Community in Pandemic Times

2021 ◽  
Vol 14 (1) ◽  
pp. 94-97
Author(s):  
Lisette E. Torres
Keyword(s):  
Critical Race Theory ◽  
Police Brutality ◽  
Critical Race Studies ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Digital Space ◽  
Communities Of Color ◽  
Computer Mediated ◽  
Virtual Meetings

In this collage, I reflect on my Radical Dharma community gatherings and examine how they are helping me to (re)imagine community and connection during pandemic times. Using the theoretical frameworks of Critical Race Theory (CRT) (Delgado & Stefancic, 2001) and Dis/ability Critical Race Studies (DisCrit) (Annamma, Connor, & Ferri, 2013), I explore through my artwork the following questions: How is COVID-19 changing the way I, as a disabled Latina mother-scholar, relate to others in person and over digital space? Is physical distancing creating more social isolation and separation? Or is it paradoxically making me more attune to the pain, needs, and wants of my fellow beings on this planet? How does this ultimately impact my scholarship? Through the use of meditation, journaling, and reflecting on our virtual meetings, I tried to express within the collage our coming to terms with change and grief within the context of the pandemic and the current Black Lives Matter (BLM) protests on police brutality. I argue that we are in the midst of creating a virtual fugitive space (Stovall, 2015), where we can (re)imagine what community can look like post-pandemic through embodied contemplative practice and collective care (Piepzna-Samarasinha, 2018). We are using computer-mediated technology (e.g., Zoom, Slack, Teamwork Projects) to not only work on community mending (Ortiz, 2018) for communities of color, but also their (and our) liberation.   

scholarly journals Separate But (Un)Equal: A Review of Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools

2018 ◽  
Author(s):  
Katherine Burr
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Racial Segregation ◽  
Critical Race ◽  
Community Members ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Agential Realism

Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools (2016) by Rosiek and Kinslow exposes the reality of systemic racial resegregation occurring in U.S. public schools. The authors center the stories of students, educators, and community members affected by the resegregation in a powerful narrative that blends critical race theory and agential realism as theoretical frameworks. This book review offers a review of the authors' findings, commentary on their methodology, and recommended audiences.

scholarly journals Seeing the Window, Finding the Spider: Applying Critical Race Theory to Medical Education to Make Up Where Biomedical Models and Social Determinants of Health Curricula Fall Short

2021 ◽  
Vol 9 ◽  
Author(s):  
Jennifer Tsai ◽  
Edwin Lindo ◽  
Khiara Bridges
Keyword(s):  
Medical Education ◽  
Critical Race Theory ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Health Inequity ◽  
Determinants Of Health ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Major Argument

A professional and moral medical education should equip trainees with the knowledge and skills necessary to effectively advance health equity. In this Perspective, we argue that critical theoretical frameworks should be taught to physicians so they can interrogate structural sources of racial inequities and achieve this goal. We begin by elucidating the shortcomings in the pedagogic approaches contemporary Biomedical and Social Determinants of Health (SDOH) curricula use in their discussion of health disparities. In particular, current medical pedagogy lacks self-reflexivity; encodes social identities like race and gender as essential risk factors; neglects to examine root causes of health inequity; and fails to teach learners how to challenge injustice. In contrast, we argue that Critical Race Theory (CRT) is a theoretical framework uniquely adept at addressing these concerns. It offers needed interdisciplinary perspectives that teach learners how to abolish biological racism; leverage historical contexts of oppression to inform interventions; center the scholarship of the marginalized; and understand the institutional mechanisms and ubiquity of racism. In sum, CRT does what biomedical and SDOH curricula cannot: rigorously teach physician trainees how to combat health inequity. In this essay, we demonstrate how the theoretical paradigms operationalized in discussions of health injustice affect the ability of learners to confront health inequity. We expound on CRT tenets, discuss their application to medical pedagogy, and provide an in-depth case study to ground our major argument that theory matters. We introduce MedCRT: a CRT-based framework for medical education, and advocate for its implementation into physician training.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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