Caring as an Authoritative Act

2019 ◽  
pp. 154-182 ◽  
Author(s):  
Shannon Audley ◽  
Julia L. Ginsburg
Keyword(s):  
Critical Race Theory ◽  
Student Teacher ◽  
Critical Race ◽  
Race Theory ◽  
Institutional Authority ◽  
Teacher Relationships ◽  
Student Teacher Relationships

This chapter serves to discuss common perspectives of respect in the classroom and highlight ways to re-conceptualize authority in student-teacher relationships so that respect can be grounded in both authority and caring. The authors believe that through the framework of critical race theory, teachers can learn how to express caring respect in ways that will be validating to their students. Furthermore, because of this reframing of authority, teachers will be able to accept non-authority-based respect. Finally, this chapter encourages teachers to experience and understand respect in the ways that validate their students as people and honor their own abilities as teachers. Rather than using ideas of respect to exhibit and reinforce institutional authority, teachers can instead promote caring respect in their classrooms by highlighting students' voices and reflecting on their own roles as both an educator and a person.

scholarly journals A critique of the principle of error correction as a theory of social change

2018 ◽  
Vol 47 (3) ◽  
pp. 325-346 ◽  
Author(s):  
Mark C. Lewis
Keyword(s):  
Social Change ◽  
Critical Race Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
Institutionalized Racism ◽  
Institutional Authority ◽  
Critical Reflexivity ◽  
Material Conditions

AbstractThis article assesses the historical failures and limits of the dominant ‘error correction’ approach within sociolinguistics. The error correction approach supposes that social change can be achieved when knowledge is shared by researchers with the public or figures of institutional authority. This article reviews reflections on sociolinguists’ work toward social change, especially those of Labov, through scholarship in language ideologies and critical race theory. From a language ideological and critical race perspective, error correction is limited in its engagement with marginalizing representations of language because it does not jointly address material conditions and social positions supported by these representations. Exemplifying these limitations, sociolinguistic error-correction efforts that address the evaluation of language practices racialized as Black may have unfortunately distracted from social change agendas that confront material and institutionalized racism directly. To address these limitations, this article highlights existing critical reflexive scholarship that explicitly interrogates disciplinary assumptions. (Critical race theory, error correction, language ideologies, social change, critical reflexivity)*

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.

Exploring Approaches to Data Literacy Through a Critical Race Theory Perspective

2021 ◽  
Author(s):  
Britney Johnson ◽  
Ben Rydal Shapiro ◽  
Betsy DiSalvo ◽  
Annabel Rothschild ◽  
Carl DiSalvo
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Data Literacy
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