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.

Critical Co-Constructed Autoethnography

2012 ◽  
Vol 12 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Colette N. Cann ◽  
Eric J. DeMeulenaere
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Critical Race ◽  
Race Theory ◽  
Research Relationships

In this article, the authors describe critical co-constructed autoethnography as a methodology steeped in critical theory, critical pedagogy and critical race theory. It provides a way for collaborating activist researchers to reflect on the tempo, uncertainty, and complexity of research relationships that cross boundaries into more personal spaces such as friendships. Further, critical co-constructed authoethnography creates spaces for collaborating researchers to work across differences.

Introduction

2018 ◽  
pp. 1-32
Author(s):  
Daniel F. Silva
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Queer Theory ◽  
Postcolonial Studies ◽  
Critical Race ◽  
Race Theory ◽  
Postcolonial Literatures

This introduction briefly discuss the theoretical debates into which I insert the current project, namely those within the realms of Decolonial and Postcolonial Studies with implications for interrelated branches of critical theory such as Queer Theory, Critical Race Theory, Psychoanalysis, and Deconstruction. In doing so, the introduction foregrounds the theoretical concerns raised by each text analysed, as well as the significance of these for study of Lusophone and postcolonial literatures, and beyond. By virtue of this reflection, the introduction also serves to lay out the theoretical groundwork that will inform the project.

scholarly journals Troubled Times: Disability, Sexuality and Futurity in Mozambican, Ugandan and Zimbabwean Political Cultures

2019 ◽  
Vol 56 (1) ◽  
pp. 21-38
Author(s):  
Eleanor K Jones
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Disability Studies ◽  
White Supremacy ◽  
Critical Value ◽  
Literary Texts ◽  
Critical Race ◽  
Race Theory ◽  
Political Cultures ◽  
The Future

Abstract Since the earliest days of European expansionism, Africa has held a dual place in the Western imaginary, cast as a space of futurelessness even as white futurities were predicated on its exploitation. Appropriations of the future have persisted post-liberation, revealed in the divestment of futurity from bodies marked as queer or disabled. Drawing on historical moments and literary texts from Mozambique, Uganda and Zimbabwe, and on insights from queer theory, critical race theory and disability studies, I seek to demonstrate that the logics of white supremacy can be seen at work in these mechanisms of exclusion, even where whiteness itself is displaced – but that literary invocation of queerness and disability can thus be used to mobilize critique of this continuity. In centring the circumscription of futurity at the heart of colonialism, heteronormativity and ableism, then, I underscore the critical value of reading these as reciprocal and inextricable systems of power.

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.

Pearls, not Problems: Exploring Transformative Education in Indigenous Australian Studies

2012 ◽  
Vol 41 (1) ◽  
pp. 10-17 ◽  
Author(s):  
Elizabeth Mackinlay ◽  
Katelyn Barney
Keyword(s):  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Transformative Education ◽  
Pedagogical Practice ◽  
Critical Race ◽  
Race Theory ◽  
Indigenous Australian ◽  
Learning And Teaching

This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term ‘Problem-Based Learning’, it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term ‘Problem-Based Learning’ (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.

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.

scholarly journals Book Review: Organization Theory for Equity and Diversity: Leading Integrated, Socially Just Education

2019 ◽  
Vol 14 (2) ◽  
pp. 54-56
Author(s):  
Cara Costelnock
Keyword(s):  
Critical Race Theory ◽  
Learning Environment ◽  
Queer Theory ◽  
Disability Studies ◽  
Organization Theory ◽  
Critical Race ◽  
Race Theory ◽  
Feminist Theories

Throughout the text, Capper explores critically oriented epistemologies such as Critical Race Theory; LatCrit, Asian, TribalCrit, and Black Crit; Disability Studies theories; feminist theories; Queer Theory, and theories of intersectionality. In each chapter she presents teaching suggestions and discussion questions to use within the classroom as well as discussion questions aimed to help aspiring leaders critically analyze their leadership strengths and limitations in order to integrate these epistemologies into practice. This review examines the suggestions for creating a learning environment that honors the diversities and strengths students bring to the classroom.

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.

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